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Adult Education and
Literacy Handbook
Lifelong Learning Section
Fiscal Year 2011-2012
Oklahoma State Department of Education July 2011
Adult Education and Literacy Handbook
Table of Contents
Page
Purpose, Certifications, and Assurances 1
Oklahoma’s Guiding Principles and Benchmarks for Quality Adult Education Programs 5
Program Action Plan for Quality Adult Education 12
Program Professional Development Plan for Adult Education 13
Overview of Adult Education and Literacy Services 14
Oklahoma Adult Education and Literacy Indicators of Performance 15
Functioning Level Table – National Reporting System Implementation Guidelines 16
Oklahoma Adult Education and Literacy Assessment Policy 23
Oklahoma Adult Education and Literacy Distance Learning Policy 36
Oklahoma Approved Distance Learning Curriculum 39
Oklahoma Adult Education and Literacy Goal-Setting Policy 40
Required Student Records 43
Adult Education and Literacy Schedule of Classes 44
Sample – Adult Education Teacher Evaluation Form 45
Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide 46
Adult Education and Literacy Student Enrollment Form 50
Adult Education and Literacy Ethnicity/Race Data Collection Form 51
Release Form for 16- and 17-Year-Old Students for Adult Education Enrollment
and/or GED Testing 52
Adult Education Class Sign-In Sheet 53
Sample – Adult Student Conduct Form for Adult Education and Literacy Classes 54
Adult Education and Literacy Program Monthly Class Attendance and Student Progress Report 55
Oklahoma State Department of Education July 2011
Adult Education and Literacy Handbook
Table of Contents (cont.)
Page
Adult Education and Literacy Program Income Guidelines 56
Adult Education and Literacy Oklahoma Cost Accounting System (OCAS) Codes – Revenue 57
Adult Education and Literacy OCAS codes – Expenditures 59
Adult Education OCAS Budget Guidelines 60
Adult Education and Literacy Summary Budget Form 62
Adult Education and Literacy Program Self-Evaluation 63
Adult Education and Literacy Local Educational Agency (LEA) Share of Match 72
LEA In-Kind Contribution Sample Letter 73
Adult Education and Literacy Comprehensive Inventory Record 74
Enter Postsecondary Education or Training and Enter Employment
Student Verification List of Goal Achievement 75
Temporary Assistance to Needy Families (TANF) Agreement 78
TANF Budget 79
Important Dates Checklist 80
Contact Information for Lifelong Learning Section 81
Adult Education Acronyms 82
Oklahoma State Department of Education July 2011
1
Janet Barresi
State Superintendent of Public Instruction
Oklahoma State Department of Education
Lifelong Learning Section
ADULT EDUCATION AND FAMILY LITERACY ACT
TITLE II OF THE WORKFORCE INVESTMENT ACT (Public Law 105-220)
PURPOSE
The purpose of the Adult Education and Family Literacy Act is to:
(1) Assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency.
(2) Assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children.
(3) Assist adults in the completion of a secondary school education.
CERTIFICATIONS AND ASSURANCES
1. Funds awarded will be used to supplement, and not supplant, the amount of state and local funds available for uses specified in the Adult Education and Family Literacy Act.
2. Funds allocated to local programs will be based on program data, program performance, and participation in state initiatives/special projects. Allocations for the current fiscal year will be based on data from the second preceding fiscal year. For example, Fiscal Year 2012 allocations will be based on Fiscal Year 2010 data. New programs that have not established data will be funded according to the projected number of students to be served and the assigned territory. A cost per student will be determined for new programs based on the federal and state funds available. New programs may not be funded at the full amount given to previous programs in a territory as it will be necessary for new programs to show evidence of proper management and program accountability.
3. All expenditures will be made in accordance with the provisions of the Adult Education and Family Literacy Act and the policies and procedures of the State Department of Education (SDE). All programs will follow the Oklahoma Cost Accounting System (OCAS) procedures when submitting budgets and claims.
4. The approved local Adult Education and Literacy program will be conducted in a manner consistent with the laws and regulations pertaining to the Adult Education and Family Literacy Act, the Oklahoma State Plan for Adult Education and Literacy, and state policies and regulations.
5. Activities provided under the Adult Education and Family Literacy Act are coordinated with and not duplicative of programs, services, or activities made available to adults under various other programs.
6. Records must be maintained for five years in addition to the current fiscal year.
7. Local Adult Education programs will submit an annual self-evaluation on forms provided by the SDE.
8. The program has a system in accordance with the Americans with Disabilities Act (ADA) to ensure that its services are accessible and barrier-free and that no adult, by reason of a disability, is excluded from participation or denied the benefits of the program. The program has a system for having appropriate Oklahoma State Department of Education July 2011
2
instructional materials and screening/assessment instruments available or readily accessible to adults with disabilities.
9. The local Adult Education program will develop and/or strengthen coordination with elementary and secondary schools, postsecondary education institutions, Workforce Oklahoma Centers, job training programs, and social service agencies.
10. All expenditures for each fiscal year must be claimed by August 1.
11. Local Adult Education programs will submit end-of-year reports as required by the U.S. Department of Education and the SDE.
12. All local Adult Education programs will use an SDE-approved Management Information System (MIS) to document student enrollment, goals and attendance, educational gains, and other information required for the National Reporting System (NRS). The local program will update NRS data monthly.
13. Not more than five percent of the funds awarded may be budgeted and expended for administrative costs, including benefits (OCAS Function Code 2330). Data entry is considered an administrative cost per federal regulations.
14. Not more than ten percent of the federal funds awarded to the SDE may be expended on providing educational services to individuals in correctional facilities or for other institutionalized individuals. The SDE will allocate five percent of the federal funds available for allocation directly to the Oklahoma Department of Corrections. Local programs may apply for federal funds to provide services to corrections and institutionalized individuals. In addition, local programs shall give priority to serving individuals who are likely to leave the correctional institution within five years of participation in the program. Local programs wishing to spend additional money on corrections education may spend up to five percent of their state funds.
15. Local Adult Education programs will maintain on file class sign-in sheets, student enrollment forms, and student contact hours on the prescribed Monthly Class Attendance Form.
16. Payment to programs will be based on allowable costs per Office of Management and Budget (OMB) Circular A-87. Payments will not be made until the SDE is in receipt of a detailed, computer-generated OCAS expenditure report in an approvable format. Community-based organizations must submit expenditures on an approved SDE report.
17. Local Adult Education programs will provide year-round Adult Education and Literacy services and a well-trained staff to conduct such services from July 1 through June 30 of each fiscal year.
18. The SDE is committed to high standards of performance. Local programs are required to submit a Program Action Plan for Quality Adult Education annually as part of the grant extension application. Oklahoma’s Guiding Principles and Benchmarks for Quality Adult Education provide a framework for local program excellence, accountability, and continuous improvement.
19. The SDE negotiates performance levels for each of the Federal Core Indicators of Performance with the U.S. Department of Education every fiscal year. Local Adult Education programs will be expected to meet or exceed the state’s negotiated performance levels for the Federal Core Indicators of Performance for the fiscal year.
20. Local programs will meet the state performance measure of pre-/postassessing 60% of their students.
Oklahoma State Department of Education July 2011
3
21. Local programs will meet the state performance measure of increasing the average number of contact hours from the previous program year.
22. One-hundred percent of Adult Education Program directors and full- and part-time teachers will annually complete a minimum of 15 hours of Lifelong Learning approved professional development training. This is a state performance measure.
23. One-hundred percent of program directors and full- and part-time teachers are required to attend an annual inservice meeting. Program directors are responsible for conducting this inservice meeting. Program directors must ensure that teaching staff understands and appropriately implements the state’s Assessment Policy, Goal-Setting Policy, enrollment procedures, and any other program requirements. Inservice attendance does not count as part of the annually required 15 hours of professional development. This is a state performance measure.
24. Local programs will annually submit a “Program Professional Development Plan for Adult Education.” Programs will provide local professional development opportunities approved by Lifelong Learning that are supportive of program improvement.
25. Adult Education and Literacy programs will assess adult learners in accordance with the SDE’s Assessment Policy for Adult Education.
26. Adult Education and Literacy programs will assist learners in setting appropriate goals in accordance with the SDE’s Goal-Setting Policy.
27. All Adult Education and Literacy teachers must have a valid up-to-date Oklahoma Teacher’s Certificate. Adult Education Directors must have a valid up-to-date Oklahoma Teacher’s Certificate or a graduate degree.
28. Initial budgets, end-of-year reports, and other required reports must be submitted to the SDE by the due date. Claims for local programs will not be processed until the SDE receives any past due report(s).
29. Program directors will conduct formal individual teacher observations and evaluations at a minimum of twice a year. Refer to the Oklahoma Quality Program Action Plan for specific areas to be addressed in teacher evaluations. In addition to formal teacher evaluations, directors will informally monitor and document visits to all classes to ensure program quality and accountability.
30. Local programs will maintain an ongoing written inventory of all instructional materials and equipment purchased with adult education funds. The written inventory must include the item, quantity, serial number or ID number as applicable, acquisition cost, and the date purchased. Items purchased with EL/Civics or TANF funds must be inventoried separately.
31. Local programs collaborate with other agencies and community resources to obtain student referrals and assist students with counseling, employment, postsecondary education/training, learning or physical disabilities, and other support services.
32. The organization is in compliance with the Americans with Disabilities Act of 1990; the Rehabilitation Act, Sections 504 & 508 of 1973; the Workforce Investment Act of 1998, Section 188, Part 37 of Title 29; the Civil Rights Act of 1964; the Individuals with Disabilities Education Act of 1990; and applicable Oklahoma State laws and statutes.
Oklahoma State Department of Education July 2011
4
33. Local programs must provide a 25% match to the total amount of federal funds received each fiscal year. The match may include director and indirect expenditures and/or in-kind contributions.
34. Local programs that close will repay state funds that have not been expended. In addition, adult education inventory items will be transferred to new or existing grantees.
35. Local programs shall make every effort to provide free classes to students. Local programs may charge necessary and reasonable fees for consumable materials and work-based classes. Adult Education programs that wish to implement fees must develop a fee policy that has been approved by the Adult Learning Center’s governing board. The fee policy must be reasonable and may not restrict access to services.
36. Local programs may generate income. The purpose of the income is not to make a profit, but rather to expand services. Income and donations received must be reinvested in the adult education program. Any income must be accounted for in records and reported to the Lifelong Learning office for National Reporting System Financial Reports. Oklahoma State Department of Education 5 July 2011
Oklahoma’s Guiding Principles and Benchmarks
For Quality Adult Education Programs
Purpose
The Oklahoma Quality Program Action Plan provides a framework for program excellence, accountability, and continuous improvement in adult education. The Oklahoma Department of Education, Lifelong Learning Section, measures progress through federal and state indicators of program quality. Measurers include a variety of reports and self-assessments, in addition to on-site technical assistance visits and Adult Education and Literacy Program Reviews.
The Quality Program Action Plan includes Guiding Principles and Benchmarks for local adult education programs. It also provides a mechanism for evaluating programs based on federal law, state statute, and Lifelong Learning policies.
All local programs will be required to submit an annual Program Action Plan. State staff from Lifelong Learning will work with programs to address any deficiencies.
Guiding Principles
Adult education programs are evaluated annually based on the following established principles of program quality. Benchmarks for each principle serve as guides for continuous program improvement and progress.
1. Program Planning, Administration, and Evaluation – The program has an annual planning process that is ongoing and participatory; guided by evaluation; based on community demographics, needs, resources, economic trends, and local conditions; and demonstrated by a written Program Action Plan.
2. Recruitment, Orientation, and Support Services – The program successfully recruits populations most in need of literacy services as identified by needs assessments and demographic data. The program has a comprehensive learner orientation process that includes learner expectations and program requirements. The program has identified community resources to assist adults with counseling, employment, postsecondary education/training, and learning or physical disabilities.
3. Educational Gains and Goal Achievement – Learners enrolled in the program make progress toward improving their basic skills and achieving personal and program goals consistent with assessed educational needs.
4. Curriculum and Instruction – The program uses instructional planning, resources, and strategies that are research-based, effective, and driven by learner educational functioning levels, learning styles, and personal and program goals.
Oklahoma State Department of Education 6 July 2011
5. Professional Development and Staff Evaluation – The program provides ongoing professional development that addresses specific program needs, considers training in the areas necessary to provide quality instruction, and includes monitoring and follow-up to ensure new knowledge, skills, and strategies transfer into overall program improvement. The program director regularly monitors classes and conducts teacher observations and evaluations to ensure program quality and accountability.
6. Retention – Learners in the program remain long enough to achieve educational needs and goals and receive postassessments according to the state’s Assessment Policy.
7. Technology – The program successfully integrates technology that is demonstrated in learner classroom experiences, professional development opportunities, and enhanced administrative functions of all program staff.
Benchmarks for Guiding Principles
Adult education programs should meet or exceed state benchmarks to ensure program quality.
1. Program Planning, Administration, and Evaluation – Guiding principle: The program has an annual planning process that is ongoing and participatory; guided by evaluation; based on community demographics, needs, resources, economic trends, and local conditions; and demonstrated by a written Program Action Plan.
a. Continuous program improvement is documented annually in a written Program Action Plan.
b. The program director demonstrates a working knowledge and understanding of Literacy, Adult, and Community Education System (LACES) data and the impact of local program data on funding and meeting state performance goals. The program director uses program data to help direct program improvement and planning, as evidenced in their annual Program Action Plan.
c. The program director ensures that an adequate number of staff is trained to correctly use the state’s LACES management information system and that data entry is kept current, as evidenced through the state desktop monitoring process.
d. The program provides services in areas indicated in the original grant application and subsequent follow-up extensions and documented in their LACES data.
e. The program builds ongoing partnerships with local employers, workforce centers, employment agencies, postsecondary institutions, and other community resources, as evidenced by collaborative projects, letters of support, or documented student referrals.
f. The program director and/or designee attends meetings of the local Workforce Investment Board and/or Council to which he/she has been appointed, as evidenced by meeting agendas and/or a personal attendance calendar.
g. The program director understands and effectively manages the budget to ensure funding is used according to the requirements of the grant and in an effective and efficient manner supportive of program improvement, as evidenced by budgets, claims, and other expenditure reports. Oklahoma State Department of Education 7 July 2011
h. The program maintains a running inventory of all instructional materials and equipment purchased with adult education funds, as evidenced by a written inventory that includes item; quantity; serial number or ID number, as applicable; acquisition cost; and the date of purchase. Programs receiving an EL/Civics allocation must provide a separate written inventory for materials and equipment purchased with those funds.
i. The program provides year-round adult education and literacy services during the fiscal year, which runs from July 1 through June 30, as evidenced by published class schedules.
j. The program is in compliance with the Americans with Disabilities Act of 1990; the Rehabilitation Act of 1973; the Workforce Investment Act of 1998; the Civil Rights Act of 1964; the Individuals with Disabilities Education Act of 1990; and applicable Oklahoma State laws and statutes.
k. The program maintains all records for five years plus the current fiscal year.
l. The following reports are completed and submitted on time:
i. Grant Application and/or Extension.
ii. LACES data entry is updated monthly to provide accurate NRS reports.
iii. Entering Postsecondary Education and/or Training Verification of Goal Achievement Survey.
iv. Adult Education and Literacy Program Self-Evaluation Form.
v. Program Action Plan.
vi. Program Professional Development Plan.
vii. Adult Education and Literacy Inventory Record.
viii. Widening Opportunities in the Workplace (WOW) Work-based Education Program Evaluation.
ix. Project 319 Budget and any Budget Revisions.
x. Project 731 Budget and any Budget Revisions.
xi. Project 732 Budget and any Budget Revisions.
xii. Project 733 Budget and any Budget Revisions.
xiii. State Expenditure Report (Project Code 319).
xiv. Federal Expenditure Claims (Project Codes 731 and 732).
xv. Any additional reports requested by the SDE.
m. Not more than five percent of the state allocation is expended on educational services to individuals in correctional facilities or other institutionalized programs, as evidenced by expenditure spreadsheets, class schedules, and LACES data.
2. Recruitment, Orientation, and Support Services – Guiding principle: The program successfully recruits populations most in need of literacy services, as identified by needs assessments and demographic data. The program has a comprehensive learner orientation process that includes learner expectations and program requirements. The program has identified community resources to assist adults with counseling, employment, postsecondary education/training, and learning or physical disabilities.
a. The program implements recruiting strategies designed to reach qualifying adult learners with minimal literacy skills and those most in need of literacy services, as evidenced by documented learner participation.
b. The program collaborates with agencies and community organizations that provide documented learner referrals. Oklahoma State Department of Education 8 July 2011
c. The program implements a learner orientation process that includes learner expectations; program requirements; appropriate assessment; and goal-setting, both personal and NRS-related, as evidenced in writing and scheduling.
d. Program staff members are aware of and have available to them a written listing of community resources for participant referral and keep documentation of any referrals made through the local adult education program.
3. Educational Gains and Goal Achievement – Guiding principle: Learners enrolled in the program make progress toward improving their basic skills and achieving personal and program goals consistent with assessed educational needs.
a. The state Assessment Policy is followed to ensure that valid learning gains are collected according to state policy and test publisher’s guidelines and documented in student files, LACES data, and NRS reports. This includes proper rotation of test forms, determining appropriate level use, 60 to 100 hours of student instruction between assessments, and accurate entry of test administration dates.
b. The state goal that a minimum of 60% of all learners will be pre-/postassessed is met or exceeded and documented on NRS Table 4b.
c. The state goal that a program’s average contact hours increase from the previous fiscal year is met and documented by data found on NRS Table 4.
d. LACES data entry is done monthly to reflect accurate and timely records such as attendance hours, assessment scores, goal setting, demographics, and key information required for reporting purposes, and verified no less than quarterly through a state desktop monitoring process.
e. A student’s status is changed from “enrolled” to “left” when they have no attendance hours for 90 consecutive days.
f. The state goals for the NRS Federal Core Indicators of Performance are met or exceeded and documented on NRS Tables 4 and 5.
g. The state Goal-Setting Policy is implemented and documented in written instructional planning and learner files.
h. Classes are of sufficient intensity and duration for learners to achieve substantial learning gains; documented by a written class schedule that includes one or more managed-entry classes; and evidenced by expenditure spreadsheets, class schedules, and LACES data.
4. Curriculum and Instruction – Guiding principle: The program uses instructional planning, resources, and strategies that are research-based, effective, and driven by learner educational functioning levels, learning styles, and personal and program goals.
a. Instructional planning is driven by learner goals, assessment results, learning styles, and physical or learning disabilities, and evidenced in documented goal setting, learning style inventories, documented accommodations, and written lesson plans.
b. Instructional planning integrates standards-based instruction, research-based resources, skills, and strategies into learning activities taught in the context of real life adult roles as workers, citizens, and family members, and, evidenced in written lesson plans.
c. The program director and instructional staff have a working knowledge and awareness of learning disabilities and appropriate accommodations. Learner records contain evidence Oklahoma State Department of Education 9 July 2011
of appropriate administration of documented learner accommodations, and learner referrals when applicable.
d. The program provides standards-based instruction in reading, writing, language, and math that is research-based and supportive of the state’s overall standards-based initiative, as evidenced by written lesson plans, classroom observations, and professional development participation.
e. Reading instruction for adults includes integration of phonemic awareness, systematic phonics, alphabetics, vocabulary, fluency, and/or comprehension strategies appropriate to learner educational functioning levels; and is evidenced in written lesson plans that reflect referral to Oklahoma’s Read With Understanding Curriculum Framework when planning instruction.
f. The program has available and readily accessible to learners and teachers a variety of instructional resources and reading materials appropriate for adult learners at all educational functioning levels, as evidenced by a resource inventory and/or classroom observation of materials.
g. The program has an appropriate number of teachers trained to provide specialized classes in the area of work-based education and family literacy, as evidenced by professional development participation and implementation of classes.
h. The program has an established system that documents teacher planning time and ensures that planning time is used appropriately.
5. Professional Development and Staff Evaluation – Guiding principle: The program provides ongoing professional development that addresses specific program needs, considers training in the areas necessary to provide quality instruction, and includes monitoring and follow-up to ensure new knowledge, skills, and strategies transfer into overall program improvement. The program director regularly monitors classes and conducts teacher observations and evaluations to ensure program quality and accountability.
a. The program director has a current, valid Oklahoma teacher certificate or a graduate degree.
b. The program teachers have current, valid Oklahoma teacher certificates.
c. The program director and all full- and part-time teachers annually complete a minimum of 15 hours of Lifelong Learning-approved professional development training. This is a state performance measure.
d. The program director and all full- and part-time teachers attend an annual inservice meeting conducted by the director. The program director ensures that teaching staff understands and appropriately implements the state’s Assessment Policy, Goal-Setting Policy, enrollment procedures, and any other program requirements. Inservice attendance is not counted as part of the annually required 15 hours of professional development. This is a state performance measure.
e. Each fiscal year the program identifies areas of strength and areas needing improvement and provides Lifelong Learning-approved professional development opportunities supportive of program improvement. Examples might include: study circles, book clubs, online training, workshops, conferences, mentoring or coaching, project-based learning, practitioner research, or instructional training in specific content areas relevant to adult Oklahoma State Department of Education 10 July 2011
learners. Documentation can include written individual Professional Development Plans, an overall Program Professional Development Plan, and documented staff participation.
f. The program has teachers trained in work-based education and family literacy as evidenced by documented professional development participation.
g. The program director promotes and supports professional development of teachers and staff by keeping them informed of those opportunities in a timely manner, providing release time and allowable reimbursements, as evidenced by documented participation, program budgets, and expenditures.
h. The program director regularly monitors all classes to ensure program quality and accountability, as evidenced by written monitoring visit notes.
i. The program director conducts formal individual teacher observations and evaluations, at a minimum, twice a year. This evaluation should include but not be limited to the following areas:
i. Appropriate implementation of the state’s Assessment and Goal-Setting Policies and use of this information to direct instructional planning.
ii. Accurate and timely completion of all required forms, assignments, or data.
iii. Written lesson plans that integrate standards-based instruction, research-based resources, materials, skills, strategies appropriate for the levels of learners in the class, and taught in the context of real life, learner goals, and adult roles of worker, citizen, and family member.
iv. Appropriate integration of technology.
v. Instructional accommodations for diverse learning styles and/or disabilities.
vi. Classroom learning environment that is appropriate for and supportive of adult learners.
vii. Maintains professional conduct including attendance, appearance, and use of planning and instructional time.
6. Retention – Guiding principle: Learners in the program remain long enough to achieve educational needs and goals and receive postassessments according to the state’s Assessment Policy.
a. The program meets or exceeds the state average number of contact hours per student for the previous program year using the data reported on the program’s NRS Table 1. The program’s average number of contact hours is calculated by dividing the total number of attendance hours by the total number of fundables.
b. The program addresses attendance in an effort to encourage and increase learner retention, as evidenced by providing program services or activities such as:
i. Transportation
ii. Child Care
iii. Flexible class scheduling
iv. Learner rewards and recognition
v. Learner support systems and/or referrals
vi. Other program efforts Oklahoma State Department of Education 11 July 2011
7. Technology – Guiding principle: The program successfully integrates technology that is demonstrated in learner classroom experiences, professional development opportunities, and enhanced administrative functions of all program staff.
a. Program staff has the skills necessary to use a variety of technology in and out of the classroom.
b. Program staff is provided professional development opportunities to enhance their personal technology skills when needed.
c. Teachers have adequate technology available in the classroom such as computers, internet access, instructional software, SMART Boards™, and LCD projectors.
d. Teachers are provided professional development opportunities on how to integrate technology into instruction and the student learning experience, and are doing so, as evidenced in their written lesson plans.
e. Program directors and their staff use technology effectively to enhance administrative functions. Program Action Plan For Quality Adult Education
_________________________________Adult Learning Center For Fiscal Year_______________________________
Directions - Programs must develop a minimum of one goal for each of the following Guiding Principles for Quality Programs: (1) Program Planning,
Administration, and Evaluation; (2) Recruitment, Orientation, and Support Services; (3) Educational Gains and Goal Achievement; (4) Curriculum and
Instruction; (5) Professional Development and Staff Evaluation; (6) Retention; and (7) Technology.
Oklahoma State Department of Education 12 July 2011
Goal
Guiding Principle and/or Benchmark Addressed
Steps We Will Take To Accomplish This Goal
Who Will Do It
By When
How We Will Measure Goal Achievement
Steps we will take to evaluate the effectiveness of the plan, monitor the plan’s progress, and consider needs to adjust the plan:
___________________________________________________ ___________________________________________________
Signature of Program Director Date Signature of State Regional Coordinator Date Program Professional Development Plan For Adult Education
___________________________Adult Learning Center For Fiscal Year_______________________________
Directions: The Professional Development Plan should be supportive of the local program’s Program Action Plan for Quality Adult Education.
Oklahoma State Department of Education 13 July 2011
Goal
Guiding Principle and/or Benchmark Addressed
Steps We Will Take To Accomplish This Goal
Who Will Do It
By When
How We Will Measure Goal Achievement
Steps we will take to evaluate the effectiveness of the plan, monitor the plan’s progress, and consider needs to adjust the plan:
___________________________________________________ ___________________________________________________
Signature of Program Director Date Signature of State Regional Coordinator Date Oklahoma State Department of Education 14 July 2011
Overview of Adult Education and Literacy Services
Examples of services offered by local Adult Learning Centers should include but not be limited to the following:
• Literacy and Basic Skills: Classes are provided for adults who need basic skills instruction in reading, writing, mathematics, life skills, and work-readiness.
• Workplace Education: Through partnerships with business and industry, customized, job-specific instructional programs are developed and taught to entry-level workers at the work site.
• Work Readiness: An interactive curriculum that provides opportunities for adult learners to explore the basic skill concepts, build the knowledge, and apply the skills needed to succeed in work.
• Distance Learning: A formal learning activity where adult learners and instructors are separated by geography, time, or both, for the majority of the instructional period. Distance learning materials are delivered through a variety of media including, but not limited to, print, videotapes, DVDs, audio recordings, broadcasts, computer software, and Web-based programs, and other online technology. Teachers support distance learners through communication via mail, telephone, e-mail, online technologies and software, or face-to-face instruction.
• Family Literacy: A program for parents and their children offering adult education classes, parenting education, early childhood development education for the children, and parent and child together-time, empowering families to break the cycles of under-education and poverty.
• English as a Second Language (ESL): Classes offering limited English-speaking adults an opportunity to learn basic skills necessary to communicate in English. These skills include speaking, listening, reading, and writing in English, as well as Civics and citizenship skills.
• Corrections Education: Adult Education and Literacy services are offered at correctional facilities, community correctional centers, and community work centers.
• General Educational Development (GED) Preparation and Testing: Instruction is provided to prepare learners who are at the Adult Secondary level to take and pass the GED Tests. The SDE oversees all state GED Testing Centers, many of which are located at Adult Learning Centers.
• Temporary Assistance to Needy Families (TANF): Through a contract with the Oklahoma Department of Human Services, local Adult Learning Centers may provide literacy, basic skills, work-readiness instruction, and assessment for TANF clients in their service area.
Examples of specialized support offered to local Adult Learning Centers by the SDE include but are not limited to the following:
• Professional Development: Professional development opportunities for Adult Education directors and teachers is offered in areas such as work-based education, family literacy, assessment, using data for program planning and improvement, learning disabilities and accommodations, learning styles, health literacy, teaching English to speakers of other languages, standards-based instruction in reading, math, and writing, and data entry and reporting.
• Supporting Adults with Learning Disabilities (LD): Adult Education Teachers have access to specialized training in recognizing and screening for learning disabilities in adult students. Teachers are trained in using effective teaching strategies and appropriate accommodations with LD students. In addition, adults with a documented disability may receive guidance in applying for appropriate accommodations on the GED Tests.
• Equipped for the Future (EFF): EFF provides adult educators and learners with a framework and standards to use in focusing both teaching and learning on meeting the real-world needs of adults in the 21st century. EFF is a starting point for building a statewide system for lifelong learning. Curriculum Frameworks for Reading, Math, Writing, Speaking and Listening are tools developed by the state to support teachers as they address explicit skills at various learning levels. EFF is a systems approach that considers learner, teacher, director, local program, and state issues. Oklahoma Adult Education and Literacy Indicators of Performance
Oklahoma State Department of Education 15 July 2011
Federal Core Indicator #1: Demonstrated improvements in literacy skill levels in reading and writing the English language, numeracy, problem solving, English language acquisition, and other literacy skills.
Performance Measure
Educational Functioning Level (EFL)
National Average FY2008
State Target %* FY2008
State Actual % FY2008
National Average FY2009
State Target %* FY2009
State Actual % FY2009
National Average FY2010
State Target %* FY2010
State Actual % FY2010
State Target %* FY2011
State Actual % FY2011
State Target %
FY2012
State Actual %
FY2012
ABE Beginning Literacy
42
48
+ 49
38
48
--33
36
50
--30
38
34
ABE Beginning
41
45
-- 44
43
45
--32
43
45
--29
37
33
ABE Low Intermediate
40
45
+ 45
43
45
--31
43
46
--29
36
33
ABE High Intermediate
36
41
-- 34
38
41
--23
37
36
--21
28
25
Adult Secondary Low
38
41
-- 28
38
38
--21
40
32
--22
26
24
ESL Beginning Literacy
39
36
-- 23
43
36
--25
44
30
--24
30
27
ESL Low Beginning
50
37
+ 45
41
45
--30
48
47
--37
35
38
ESL High Beginning
48
37
+ 42
48
42
--34
51
44
--37
39
38
ESL Low Intermediate
44
46
-- 40
44
46
--33
47
44
--31
38
35
ESL High Intermediate
40
40
-- 31
40
40
--31
42
36
--30
36
33
ESL Advanced
30
32
-- 21
24
32
--23
25
25
--14
25
20
Federal Core Indicator #2: Placement in, retention in, or completion of postsecondary education, training, unsubsidized employment, or career advancement.
Performance Measure
National Average
FY2008
State Target %* FY2008
State Actual % FY2008
National Average FY2009
State Target %* FY2009
State Actual % FY2009
National Average FY2010
State Target %* FY2010
State Actual % FY2010
State Target %* FY2011
State Actual % FY20011
State Target %
FY2012
State Actual %
FY2012
Entered Employment
68
65
+ 74
55
77
+79
48
77
--67
79
73
Retained Employment
54
75
-- 62
65
81
--74
59
77
--75
75
77
Entered Postsecondary Education or Training
62
18
-- 10
58
18
--15
59
20
--12
20
20
Federal Core Indicator #3: Receipt of a secondary school diploma or its recognized equivalent.
Obtain GED
57
53
+ 60
64
62
--57
52
63
--53
60
63
State Indicator of Performance: Sixty percent (60%) or more of all fundable adult learners will be pre- and postassessed during the fiscal year.
Percent pre- and postassessed
N/A
60
-- 55
N/A
60
--39
N/A
60
--37
60
60
*State negotiates these target percentages with the Office of Vocational and Adult Education (OVAE) each fiscal year. +Target Met --Target Not Met 16
NRS Implementation Guidelines July 2011
Functioning Level Table
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
Literacy Level
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Beginning ABE Literacy
Test Benchmark:
TABE (9–10) scale scores (grade level 0–1.9):
Reading: 367 and below
Total Math: 313 and below
Language: 389 and below
Individual has no or minimal reading and writing skills. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. At the upper range of this level, individual can recognize, read, and write letters and numbers but has a limited understanding of connected prose and may need frequent re-reading. Can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling.
Individual has little or no recognition of numbers or simple counting skills or may have only minimal skills, such as the ability to add or subtract single digit numbers.
Individual has little or no ability to read basic signs or maps and can provide limited personal information on simple forms. The individual can handle routine entry level jobs that require little or no basic written communication or computational skills and no knowledge of computers or other technology.
Beginning Basic Education
Test Benchmark:
TABE (9–10) scale scores (grade level 2–3.9):
Reading: 368–460
Total Math: 314–441
Language: 390–490
Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety, but individual shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).
Individual can count, add, and subtract three digit numbers, can perform multiplication through 12, can identify simple fractions, and perform other simple arithmetic operations.
Individual is able to read simple directions, signs, and maps, fill out simple forms requiring basic personal information, write phone messages, and make simple changes. There is minimal knowledge of and experience with using computers and related technology. The individual can handle basic entry level jobs that require minimal literacy skills; can recognize very short, explicit, pictorial texts (e.g., understands logos related to worker safety before using a piece of machinery); and can read want ads and complete simple job applications.
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. TABE = Test of Adult Basic Education. 17
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
Literacy Level
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Low Intermediate Basic Education
Test Benchmark:
TABE (9–10) scale scores (grade level 4–5.9):
Reading: 461–517
Total Math: 442–505
Language: 491–523
Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with a main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.
Individual can perform with high accuracy all four basic math operations using whole numbers up to three digits and can identify and use all basic mathematical symbols.
Individual is able to handle basic reading, writing, and computational tasks related to life roles, such as completing medical forms, order forms, or job applications; and can read simple charts, graphs, labels, and payroll stubs and simple authentic material if familiar with the topic. The individual can use simple computer programs and perform a sequence of routine tasks given direction using technology (e.g., fax machine, computer operation). The individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; and can read simple dials and scales and take routine measurements.
High Intermediate Basic Education
Test Benchmark:
TABE (9–10) scale scores (grade level 6–8.9):
Reading: 518–566
Total Math: 506–565
Language: 524–559
WorkKeys scale scores:
Reading for Information: 75–78
Writing: 75–77
Applied Mathematics: 75–77
Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics and has consistent use of basic punctuation but makes grammatical errors with complex structures.
Individual can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; and can perform basic operations on fractions.
Individual is able to handle basic life skills tasks such as graphs, charts, and labels and can follow multistep diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payroll stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology.
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. TABE = Test of Adult Basic Education. 18
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT SECONDARY EDUCATION LEVELS
Literacy Level
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Low Adult Secondary Education
Test Benchmark:
TABE ( 9–10): scale scores (grade level 9–10.9):
Reading: 567–595
Total Math: 566–594
Language: 560–585
WorkKeys scale scores:
Reading for Information: 79–81
Writing: 78–85
Applied Mathematics: 78–81
Individual can comprehend expository writing and identify spelling, punctuation, and grammatical errors; can comprehend a variety of materials such as periodicals and nontechnical journals on common topics; can comprehend library reference materials and compose multi-paragraph essays; can listen to oral instructions and write an accurate synthesis of them; and can identify the main idea in reading selections and use a variety of context issues to determine meaning. Writing is organized and cohesive with few mechanical errors; can write using a complex sentence structure; and can write personal notes and letters that accurately reflect thoughts.
Individual can perform all basic math functions with whole numbers, decimals, and fractions; can interpret and solve simple algebraic equations, tables, and graphs and can develop own tables and graphs; and can use math in business transactions.
Individual is able or can learn to follow simple multistep directions and read common legal forms and manuals; can integrate information from texts, charts, and graphs; can create and use tables and graphs; can complete forms and applications and complete resumes; can perform jobs that require interpreting information from various sources and writing or explaining tasks to other workers; is proficient using computers and can use most common computer applications; can understand the impact of using different technologies; and can interpret the appropriate use of new software and technology.
High Adult Secondary Education
Test Benchmark:
TABE (9–10): scale scores (grade level 11–12):
Reading: 596 and above
Total Math: 595 and above
Language: 586 and above
WorkKeys scale scores:
Reading for Information: 82–90
Writing: 86–90
Applied Mathematics: 82–90
Individual can comprehend, explain, and analyze information from a variety of literacy works, including primary source materials and professional journals, and can use context cues and higher order processes to interpret meaning of written material. Writing is cohesive with clearly expressed ideas supported by relevant detail, and individual can use varied and complex sentence structures with few mechanical errors.
Individual can make mathematical estimates of time and space and can apply principles of geometry to measure angles, lines, and surfaces and can also apply trigonometric functions.
Individual is able to read technical information and complex manuals; can comprehend some college level books and apprenticeship manuals; can function in most job situations involving higher order thinking; can read text and explain a procedure about a complex and unfamiliar work procedure, such as operating a complex piece of machinery; can evaluate new work situations and processes; and can work productively and collaboratively in groups and serve as facilitator and reporter of group work. The individual is able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations; and can instruct others, in written or oral form, on software and technology use.
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. TABE = Test of Adult Basic Education. 19
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
Beginning ESL Literacy
Test Benchmark:BEST Plus: 400 and below
(SPL 0-1)
BEST Literacy: 0–20
(SPL 0–1)
TABE CLAS-E:
Total Reading & Writing: 225-394
Total Listening & Speaking: 230-407
Individual cannot speak or understand English, or understands only isolated words or phrases.
Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.
Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.
Low Beginning ESL
Test Benchmark:
BEST Plus: 401–417 (SPL 2)
BEST Literacy: 21 – 52 (SPL 2)
TABE CLAS-E:
Total Reading & Writing: 395-441
Total Listening & Speaking: 408-449
BEST = Basic English Skills Test
SPL = Student Performance Level
Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar.
Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information.
Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers. 20
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
High Beginning ESL
Test Benchmark:
BEST Plus: 418–438 (SPL 3)
BEST Literacy: 53 – 63 (SPL 3)
TABE CLAS-E:
Total Reading & Writing: 442-482
Total Listening & Speaking: 450-485
Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar.
Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading.
Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors.
Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers.
Low Intermediate ESL
Test Benchmark:
BEST Plus: 439-472 (SPL 4)
BEST Literacy: 64-67 (SPL 4)
TABE CLAS-E:
Total Reading & Writing: 483-514
Total Listening & Speaking: 486-525
BEST = Basic English Skills Test
SPL = Student Performance Level
Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; and has some control of basic grammar.
Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety but shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).
Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on some documents that are not simplified; and can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer). 21
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
High Intermediate ESL
Test Benchmark:
BEST Plus: 473–506 (SPL 5)
BEST Literacy: 68 – 75 (SPL 5-6)
TABE CLAS-E:
Total Reading & Writing: 515-556
Total Listening & Speaking: 526-558
BEST = Basic English Skills Test
SPL = Student Performance Level
Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; and relies on description and concrete terms. There is inconsistent control of more complex grammar.
Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.
Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology. 22
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
Advanced ESL
Test Benchmark:
BEST Plus: 507–540 (SPL 6)
BEST Literacy: 76 – 78 (SPL 6)
Exit Criteria: BEST Plus: 541 and above
TABE CLAS-E:
Total Reading & Writing: 557-600
Total Listening & Speaking: 559-600
BEST – Basic English Skills Test
SPL = Student Performance Level
Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others’ meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech.
Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions, and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary.
Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.
Oklahoma State Department of Education 23 March 2011
Janet Barresi
State Superintendent of Public Instruction
Oklahoma State Department of Education
Lifelong Learning Section
OKLAHOMA ADULT EDUCATION AND LITERACY
ASSESSMENT POLICY
I. INTRODUCTION AND CONTEXT
A. Need for the State Assessment Policy
Standardized assessment is required by the Workforce Investment Act for accountability in documenting student educational gains that are aligned with the National Reporting System (NRS) educational functioning levels (EFL). The State Assessment Policy provides guidelines and responsibilities pertaining to standardized assessment practices for Oklahoma Adult Education Programs and is based on guidance from the U. S. Department of Education, Office of Vocational and Adult Education (OVAE), and specific to NRS and state requirements.
Oklahoma’s approved assessments are standardized, valid, reliable, and approved for use by OVAE. Standardized is defined as having directions, time limits, materials, and scoring procedures that are designed to remain constant each time the test is given. Valid is defined as the degree to which the assessment actually measures what it is intended to measure. Reliable is defined as the consistency with which an assessment produces results. Pre-assessment is defined as the initial assessment administered to a student when they first enroll in the program for the current fiscal year. Post-assessment is defined as an assessment administered to a student to measure learning gains since the pre-assessment or their last assessment in the current fiscal year.
The NRS (http://www.nrsweb.org/
) educational functioning level of a student is determined by NRS approved standardized assessment scale scores. All students are placed into an appropriate EFL as determined by the student’s scale score of the standardized assessments chosen by the state. State performance targets for the NRS educational functioning levels are negotiated between the state and OVAE each fiscal year. Local programs are responsible for meeting these state EFL targets. The state’s aggregated pre- and post-assessment data collected from local programs determines whether or not the state meets its performance targets for a fiscal year.
The State Assessment Policy standardizes the process of determining student progress and completion of levels and allows for comparability across programs within the state. Programs must follow the assessment policy guidelines in order to provide fair and equitable access to services for adult learners, collect consistent data regarding learner placement and advancement, and maintain accurate data for program planning, improvement, and accountability. High quality data is required for accurate reporting and impacts continued program funding and growth. Every funded program is responsible and held accountable for the integrity of the data entered into the state’s management information system – Literacy, Adult, Community Education System (LACES). Uniform implementation of assessment is 24
Oklahoma State Department of Education March 2011
critical; therefore, all programs will adhere to the state’s assessment requirements and guidelines.
B. Purpose and Uses of Assessment
In addition to using required standardized assessments for NRS reporting and accountability, programs use assessments for instructional purposes. Accountability and reporting purposes of assessment include but are not limited to:
• Uniform measurement of learner gains that are aligned with the NRS educational functioning levels.
• Consistent comparison of the success of programs in meeting state performance targets.
• Consistent comparison of program data for performance-based funding.
Instructional purposes of assessment include but are not limited to:
• Determining the instructional needs of individual learners.
• Determining the effectiveness of instruction through learner gains.
• Providing information regarding local program and/or statewide professional development needs.
The state strongly encourages programs and adult education teachers to integrate alternate and/or informal assessment tools and strategies into instruction in order to:
• Encourage adult learners to self-assess their own learning.
• Provide ongoing guidance to the teacher and learner regarding instructional needs and the use of knowledge and skills in a variety of contexts.
• Avoid overuse of standardized assessments which can cause a “practice effect” to take place and result in invalid assessment data.
Alternate or informal assessments are a useful supplement for directing instruction but do not substitute for the standardized assessments required for NRS reporting and educational gain measurement.
C. Summary and Overview
Local Adult Education Programs will assess all enrolled students using the appropriate state-approved standardized assessment. Assessment data is required to report student educational gains for NRS reporting and for determining whether or not local programs meet the state’s negotiated performance targets for all NRS educational functioning levels. Assessment data also provides critical information needed to inform and support effective instruction.
Oklahoma’s Approved Assessments are:
• Test of Adult Basic Education (TABE) – Adult Basic Education (ABE) Reading, Language, Mathematics Skills
• TABE Complete Language Assessment System – English (CLAS-E) – English Language Learners (ELL) Reading, Listening, Writing, and Speaking Skills 25
Oklahoma State Department of Education March 2011
• Basic English Skills Test (BEST) Literacy 2008 – ELL Reading and Writing Skills
• BEST Plus – ELL Speaking and Listening Skills
• WorkKeys – Appropriate for NRS ABE Levels 4, 5, & 6 (High Intermediate, Low Adult Secondary, and High Adult Secondary) only.
To ensure valid results, individuals administering these assessments will follow all assessment administration and scoring guidelines established by the publishers.
1.
• Adult Education and Family Literacy Act (AEFLA)-Funded PY begins July 1 and ends June 30. Note: OVAE will refer to 2009-2010 as PY09 and FY10.
Program Years (PY) and/or Fiscal Years (FY)
• Temporary Assistance to Needy Families (TANF)-Funded PY year begins July 1 and ends June 30.
2. Pre-Assessment – Oklahoma requires that students be assessed before the student is enrolled in a class and entered into LACES for the current program year. The pre-assessment will be administered within the first 12 hours of orientation and/or instruction. Programs may push one
assessment forward from the preceding FY to be used as the new FY pre-assessment for a returning student if the pushed-forward assessment was administered 90 days or less prior to the student’s current FY enrollment date.
The state’s LACES system will automatically assign the student an NRS Entry Level in the subject area with the lowest EFL scale score. The assigned subject area will be tracked for learning gains when the student is post-assessed. If the assigned subject area is manually changed for any reason, then the program must provide written documentation in the student’s file as to why the subject area tracking change was made.
3. Post-Assessment
• TABE – Entry Levels 1-4: Minimum 40 hours of instruction (50-60 suggested) – After being pre-assessed and receiving instructional hours, each student must be post-assessed using the following NRS-approved publisher guidelines:
• TABE – Entry Levels 5-6: Minimum 30 hours of instruction (30-59 suggested)
• TABE – CLAS-E: Minimum 50 hours of instruction (60-95 suggested)
• BEST Plus: Minimum 60 hours of instruction (80-100 suggested)
• BEST Literacy: Minimum 60 hours of instruction (80-100 suggested)
• WorkKeys: “We (ACT/WorkKeys) typically recommend that the student be involved in regular instruction that is offered by the institution. This would amount to a semester or quarter course.” OVAE’s NRS State Assessment Policy Guidance, Revised January 6, 2011, pg 6.
Once a student achieves a learning gain for the current fiscal year, programs can but are not required to enter additional post-assessments in LACES. Learning gains in one subject area per student per fiscal year is all that is allowed for NRS reporting purposes. 26
Oklahoma State Department of Education March 2011
Additional post-assessments are encouraged as needed for instructional planning and guidance.
The state has set a minimum goal of 60% for the number of adult learners receiving both a pre- and post-assessment during the fiscal year.
4. Test Administrator Training
5. – Oklahoma requires that test administrators be properly trained as recommended by the test publisher before administering standardized assessments. Training documentation will be kept on file for review by state staff.
Program Director Responsibilities
• Proper assessment procedures are followed. – Adult Learning Center (ALC) Directors will be held responsible for the following:
• Persons administering the assessments have been properly trained and are able to meet the student demand for pre- and post-assessment.
• Accurate scale scores are reported in a timely manner to ensure local data entry is kept current on a monthly basis.
• Assessment materials are current, stored in a locked location, and inventoried a minimum of quarterly.
D. Resources for Information and Assistance
To get more information about pre- and post-assessment, data collection, NRS requirements, LACES data entry, technical assistance or any other assessment policy clarification, please contact your state regional coordinator or the assistant director of Lifelong Learning at:
Oklahoma Department of Education, Lifelong Learning Section
2500 North Lincoln Boulevard – Room 115
Oklahoma City, Oklahoma 73105-4599
Phone: 405-521-3321
Fax: 405-522-5394
II. GENERAL ASSESSMENT REQUIREMENTS
A. Adult Basic Education (ABE) Learners
1. Learners to be Assessed
Adult Education programs will assess all adult learners, including distance learning students. No adult learners will be exempt from assessment.
2.
Approved assessments include the following: TABE Forms 9 and 10 Complete Battery, TABE 9 and 10 Survey, TABE-PC, TABE Online and WorkKeys. These assessments are approved by OVAE for use in NRS reporting.
Assessments Permitted
3.
A. TABE
Pre- and Post-assessment Guidelines
• The TABE is appropriate for assessing all ABE levels. 27
Oklahoma State Department of Education March 2011
• The TABE Locator will always be administered first and used to determine the appropriate TABE Level (E, M, D, or A) to administer in each subject area. Adult learners unable to complete the TABE Locator Test will be administered the TABE Literacy Level (L) Test. Level L is not approved to measure learning gain.
• Different Forms of the same Level of the TABE will be used for the pre- and post-assessments. Example: If a student is preassessed using TABE Form 9, Level M, they would then be post-assessed using TABE Form 10, Level M.
• A pre-assessment will be completed within the first 12 hours of orientation and/or instruction. A post-assessment will be completed as follows:
 No post-assessment should be done with less than 30 hours instruction.
 ABE students with NRS Entry Levels of 1-4 may be post-assessed with a minimum of 40 hours. (50-60 hours recommended by publisher)
 ABE students with NRS Entry Levels of 5-6 may be post-assessed with a minimum of 30 hours. (30-59 hours recommended by publisher)
• Based on the test publisher CTB McGraw Hill’s recommendations, and to avoid a possible “practice effect,” the same TABE Form (9 or 10) should not be administered to a learner more often than every six months or 120 instructional hours.
• If a learner is absent from the program for 90 days or more, they should be marked as “left” in LACES. If the student returns after 90 days, a new assessment should be administered from which to capture educational gain for that fiscal year.
• A student’s lowest TABE scale score will be used for placement in an EFL and to document learning gains in accordance with NRS guidelines. If this is not the case, written documentation should be placed in the student file explaining why the lowest scale score subject area is not being tracked for learning gain. Subject area scores to be used for measuring learner gain include reading, total math, or language. (See TABE scoring chart below.)
TABE 9 and 10 Scale Score Ranges for NRS Educational Functioning Levels
EFL
Reading
Total Math
Language
ABE Beginning Literacy
367 and below
313 and below
389 and below
ABE Beginning
368 – 460
314 – 441
390 – 490
ABE Low Intermediate
461 – 517
442 – 505
491 – 523
ABE High Intermediate
518 – 566
506 – 565
524 – 559
ABE Low Adult Secondary
567 – 595
566 – 594
560 – 585
ABE High Adult Secondary
596 and above
595 and above
586 and above
• TABE pre-assessment scores will be recorded on the learner’s enrollment form, entered into the SDE-approved Management Information System, Literacy Adult Community Education System (LACES), and used to document progress toward meeting program and state goals for the percentage of adults completing each of the NRS educational functioning levels.
• TABE post-assessment scores will be recorded on the monthly attendance forms, entered into LACES, and used to document learner progress according to NRS guidelines. 28
Oklahoma State Department of Education March 2011
• Assessment scores will be entered into LACES during the month they are administered. All LACES data is to be kept current on a monthly basis.
• A student’s lowest TABE scale score may be rolled over from one fiscal year into the next fiscal year one time only, and only
• The state standard for the number of students receiving both a pre- and post-assessment is 60%. Programs will use local LACES attendance data to track student instructional hours and ensure that post-assessment is completed according to assessment guidelines of 60 to 100 hours of instruction. if there is a 90-day or less window of time between the student’s last assessment date and the new fiscal year class enrollment date. The assessment that is rolled over will serve as the student’s pre-assessment for the new fiscal year. Assessment scores should not be rolled over until the SDE has finalized the end-of-the-year NRS reports for the fiscal year. Programs will be notified when the roll-over process can take place each new fiscal year.
• The state assessment standard is part of the state performance-based funding formula.
• Programs should be aware of and implement research-based practices and strategies that encourage student persistence. Persistence is defined as a student attending the program long enough to capture learning gains and achieve goals.
B. WorkKeys
• WorkKeys may be used when the student’s goals are to get a job, a better job, or improve specific workforce skills.
• WorkKeys is appropriate for assessing level gains for students entering at NRS levels High Intermediate ABE, Low Adult Secondary, and High Adult Secondary
• If a student’s WorkKeys entry level falls below Level 4-6, the student should be assessed using the TABE and the WorkKeys assessment not entered into LACES. .
• Post-assessment hours are stated by the publisher as follows: “We (ACT/WorkKeys) typically recommend that the student be involved in regular instruction that is offered by the institution. This would amount to a semester or quarter course.” OVAE’s NRS State Assessment Policy Guidance, Revised January 6, 2011, pg 6
WorkKeys Scale Score Ranges for NRS Educational Functioning Levels
EFL
Reading for Information
Writing
Applied Mathematics
ABE High Intermediate
75-78
75-77
75-77
ABE Low Adult Secondary
79-81
78-85
78-81
ABE High Adult Secondary
82-90
86-90
82-90
4.
• The program director will ensure that all program staff involved in gathering, analyzing, compiling, and reporting data for the NRS will attend, at minimum, an annual in-service meeting addressing the following topics: (1) NRS policy,
Overall Assessment Practices 29
Oklahoma State Department of Education March 2011
guidelines, updates, and definitions of measures; (2) state accountability policies, local program data collection processes; and (3) implementation of assessment for valid reporting purposes. While the above information can serve as a refresher for returning staff each year, it should also be included as part of the required in-service for new staff throughout the year.
• Program directors will attend state directors’ meetings to stay abreast of state and NRS reporting updates. Programs are encouraged to take advantage of NRS online training as part of their annual Professional Development Action Plan.
• Training in administering the TABE is required prior to administration of the test. Persons can receive this training by either: (1) attending a State Department of Education (SDE) sponsored TABE training; or (2) attending a local training conducted by the program director and/or a trained TABE test administrator. Training materials supportive of TABE administration are available from the test publisher. Program directors should integrate TABE training materials into their local professional development plan for both new test administrators and an annual TABE refresher training for experienced test administrators.
• Local programs will maintain a list of trained TABE administrators and have on file certificates of training for each test administrator.
• The program director will ensure that an adequate number of staff is trained so that data collection, analysis, and reporting are valid, and completed in a timely manner.
• Assessments must not interrupt instruction.
• The publisher’s guidelines for assessment always take precedence if there is a question regarding testing format.
• Programs are expected to monitor assessment for compliance with standard assessment processes.
• Test security is imperative; therefore, all testing materials will be inventoried no less than quarterly. Programs should maintain a written test inventory log. Test materials will be stored in locked files accessible only to program directors and/or test administrators.
• The following procedures have been programmed in LACES to ensure correct assessment procedures are followed: (1) TABE forms (9 & 10) cannot be entered consecutively in a student’s LACES file; (2) A post-assessment level cannot be lower than a pre-assessment level; (3) Post-assessment scores cannot be entered when a student has less hours of individual instruction since their last assessment than is required based on their entry level.
• State staff will conduct quarterly desktop reviews of local program data to ensure the assessment policy is being followed and that valid data is being reported. If the state determines a program’s data to be invalid due to a lack of policy implementation or data entry procedures, they will be notified and asked to provide a plan of corrective action. State staff will follow up on the plan to ensure corrections have been made. Programs may not be eligible for performance-based funding if their data is deemed invalid.
30
Oklahoma State Department of Education March 2011
5.
• Adult learners who self-disclose a disability documented by a qualified professional and are eligible for accommodations under provisions of Section 504 of the Americans with Disabilities Act (ADA) may be granted appropriate testing accommodations. Programs should refer to the TABE Users Handbook for guidelines in modifying testing procedures. Large print, Braille, and Audio versions of the TABE are available from the publisher.
Accommodations and/or Adaptations in Assessment
• Adaptations allowed for learners without a documented disability might include: colored transparent overlays, clear transparent overlays and highlighters, temporary adhesives with spatial directions, earplugs, large print tests (if available), magnifying devices, priority seating, hats, caps, or visors to minimize fluorescent lighting, or an unmarked straightedge. If in question, a program should contact the SDE for technical assistance in determining the appropriateness of an adaptation.
6.
The NRS does not require negotiation of a learner-gain percentage goal for students entering at the High Adult Secondary Education (High ASE) level. It is expected that students functioning at this level who do not have a high school diploma will set the goal of obtaining a GED Diploma. A student’s achievement of the set goal of obtaining a GED Diploma is validated through the SDE data match process. However, programs may choose to use GED passing scores to document learner gains for students entering at the High ASE level. In LACES, GED passing scores work differently than a TABE post-assessment score when measuring learner gains.
Guidelines for using GED passing scores as a post-assessment
Read the following guidelines carefully. There are no exceptions
• The learner must have a current fiscal year TABE pre-assessment score placing them at an Entry Level of High ASE. All !
entry levels below High ASE are not eligible
• The learner must have passed all five GED Tests. to use GED passing scores as a post-assessment to measure learning gain.
• The program must have a copy of the learner’s passing GED scores on file to validate LACES data entry.
• Remember: To earn the Oklahoma High School Diploma, the learner must take all five subject area tests and receive a total score minimum of 2250 with no subject area score below 410.
Example: Student #1 (Eligible to use GED passing scores as a post-assessment to measure learning gain)
• The student is administered the TABE as a pre-assessment and scores 596 in Reading, 600 in Math, and 587 in Language. At minimum, the lowest scale score is entered into LACES in the learner’s assessment file.
• The TABE lowest scale score of 587 in Language places the student at an Entry Level of High ASE
• While attending the program this fiscal year the student passes the GED Tests and receives the GED Oklahoma High School Diploma. . Language is the subject area from which learning gain will be measured. 31
Oklahoma State Department of Education March 2011
• Upon receipt of written documentation of the student’s GED passing scores, all the subject scores are entered in LACES in the learner’s assessment file.
• LACES data now indicates the learner’s Educational Level as Completed High ASE
• Documentation of the GED scores is placed in the learner’s file. .
Example: Student #2 (Not Eligible)
• The student is administered the TABE as a pre-assessment and scores 596 in Reading, 600 in Math, and 575 in Language. At minimum, the lowest scale score is entered into LACES in the learner’s assessment file.
• The TABE lowest scale score of 575 in Language places the student at an Entry Level of Low Adult Secondary Education
• While attending the program this fiscal year the student passes the GED Tests and receives the GED Oklahoma High School Diploma. (Low ASE). Language is the subject area from which learning gain will be measured.
• The student is not eligible to use the passing GED scores as a post-assessment to document learning gain because their Entry Level, based on their TABE Language score, placed them below High ASE
• The student must be progress-assessed with the TABE in order to document an educational functioning level gain. .
B. English as a Second Language (ESL) Learners
Learners to be assessed
Local Adult Education programs will assess all adult learners, including distance learning students. No adult learners will be exempt from assessment.
Approved assessments for English language learners include the BEST Plus, BEST Literacy 2008, and TABE Complete Language Assessment System – English (CLAS-E). These assessments are approved by OVAE for use in NRS reporting.
Assessments permitted
Pre- and post-assessment guidelines
A. BEST Plus and BEST Literacy 2008 :
In-depth student assessment data leads to more effective planning of instruction. For NRS reporting purposes the following ESL guidelines will be followed.
• The BEST Plus is used to assess non-native speakers’ oral language skills in English.
• The BEST Literacy 2008 is used to assess non-native speakers’ reading and writing skills in English.
• A pre-assessment will be completed within the first 12 hours of orientation and/or instruction. A post-assessment will be completed after a minimum of 60 individual instructional hours. The publisher recommends 80-100 hours.
• If a learner is absent from the program for 90 days or more, they should be marked as “left” in LACES. If the student returns after 90 days, a new assessment should be administered from which to capture educational gain for that fiscal year.
• An entry level BEST Plus score of 540 and below can be entered into LACES and used to measure learner gain. 32
Oklahoma State Department of Education March 2011
• An entry level BEST Plus score of 541 or higher (an entry level of Completed Advanced ESL) should not be entered into LACES to measure learning gain. The learner may be reassessed using the BEST Literacy 2008 or TABE CLAS-E. If the learner’s BEST Literacy 2008 score places them at an EFL of High Intermediate ESL or lower
• An EFL gain from Advanced ESL to Completed Advanced ESL cannot be measured using the BEST Literacy 2008. Therefore, ESL students with an entry level of Advanced ESL , then this score may be entered into LACES and used to measure learner gain.
based on a BEST Literacy 2008 score
• When using the BEST Literacy 2008, different forms will be used for pre- and post-assessment. Three forms (B, C, D) of the BEST Literacy 2008 are available from the test publisher. should be reassessed with another state-approved assessment such as the TABE CLAS-E or the regular TABE.
• As of July 1, 2008, the BEST Literacy Score ranges for NRS educational functioning levels changed. BEST Literacy Test scores prior to July 1, 2008, are no longer valid for capturing learner gains. (See the scoring chart below.)
BEST Plus and BEST Literacy Scale Score Ranges for NRS Educational Functioning Levels
*According to the Center for Applied Linguistics (CAL), publisher of the BEST Literacy Test, if an examinee pretests with a BEST Literacy scale score of 76-78, they should be retested with another instrument in order to be able to show gain. In Oklahoma these ESL learners are candidates for TABE assessment as a next step.
• BEST Plus or BEST Literacy 2008 pre-assessment scores will be recorded on the learner’s enrollment form, entered into the SDE-approved Management Information System, LACES, and used to document progress toward meeting program and state goals for percentage of adults completing each of the NRS educational functioning levels.
• BEST Plus or BEST Literacy 2008 post-assessment scores will be recorded on the monthly attendance forms, entered into LACES, and used to document learner progress according to NRS guidelines.
• An assessment score may be rolled over from one fiscal year into the next fiscal year one time only, and only if there is a 90-day or less window of time between the last assessment date and the new fiscal year class enrollment date.
• BEST Literacy 2008 scores may not be rolled over from one fiscal year into the next fiscal year until the beginning of fiscal year 2009-2010 due to score range changes implemented in fiscal year 2008-2009.
• The state standard for the number of students receiving both a pre- and post-assessment is 60%. Programs will use local LACES data to track instructional
EFL
BEST Plus
BEST Literacy 2008
Effective July 1, 2008
ESL Beginning Literacy
400 and below
0 – 20
ESL Low Beginning
401 – 417
21 – 52
ESL High Beginning
418 – 438
53 – 63
ESL Low Intermediate
439 – 472
64 – 67
ESL High Intermediate
473 – 506
68 – 75
ESL Advanced
507 – 540
76 – 78* 33
Oklahoma State Department of Education March 2011
hours of students to ensure a post-assessment is being completed in a timely manner.
• The state assessment standard is part of the state performance-based funding formula.
• Programs should be aware of and implement research-based practices and strategies that encourage student persistence. Persistence is defined as a student attending the program long enough to capture learning gains and achieve goals.
B. TABE Complete Language Assessment System – English (CLAS-E)
• The TABE CLAS-E is used to assess non-native speakers’ reading, writing, listening and/or speaking skills in English. All or one of the skill areas may be assessed.
• The TABE CLAS-E Locator will be administered in an appropriate manner according to publisher guidelines. The appropriate TABE CLAS-E Level (1, 2, 3, or 4) will be administered in each subject area as determined by the Locator.
• Different Forms (A or B) of the same Level of the TABE CLAS-E will be used for the pre- and post-assessments.
• A pre-assessment will be completed within the first 12 hours of orientation and/or instruction. A post-assessment will be completed after a minimum of 50 individual instructional hours. The publisher recommends 60-95 hours.
• If a learner is absent from the program for 90 days or more, they should be marked as “left” in LACES. If the student returns after 90 days, a new assessment should be administered from which to capture educational gain for that fiscal year.
• A student’s lowest TABE CLAS-E scale score will be used for placement in an EFL and to document learning gains in accordance with NRS guidelines. If this is not the case, written documentation is required as to why. Subject area scores to be used for measuring learner gain include reading, writing, listening, speaking, total reading/writing, or total listening/speaking. (See TABE CLAS-E scoring chart below.)
TABE CLAS-E Scale Score Ranges for NRS Educational Functioning Levels
EFL
Reading
Writing
Total Reading & Writing
Listening
Speaking
Total Listening & Speaking
SPL
ESL Beginning Literacy
250-392
200-396
225-394
230-389
231-425
230-407
0-1
ESL Low Beginning
393-436
397-445
395-441
390-437
426-460
408-449
2
ESL High Beginning
437-476
446-488
442-482
438-468
461-501
450-485
3
ESL Low Intermediate
477-508
489-520
483-514
469-514
502-536
486-525
4
ESL High Intermediate
509-557
521-555
515-556
515-549
537-567
526-558
5
ESL Advanced
558-588
556-612
557-600
550-607
568-594
559-600
6 34
Oklahoma State Department of Education March 2011
• The program director will ensure that all program staff involved in gathering, analyzing, compiling, and reporting data for the NRS will attend, at minimum, an annual in-service meeting addressing the following topics: (1) NRS policy, guidelines, updates, and definitions of measures; (2) state accountability policies, local program data collection processes; and (3) implementation of assessment for valid reporting purposes. While the above information can serve as a refresher for returning staff each year, it should also be included as part of the required in-service for new staff throughout the year.
Overall Assessment practices
• Program directors will attend state directors’ meetings to stay abreast of state and NRS reporting updates. Programs are encouraged to take advantage of NRS online training as part of their annual Professional Development Action Plan.
• Local programs will maintain a list of trained assessment administrators and have on file certificates of training for each test administrator.
• The program director will ensure that an adequate number of staff is trained so that data collection, analysis, and reporting are valid and completed in a timely manner.
• Assessments must not interrupt instruction.
• Programs are expected to monitor assessment for compliance with standard assessment processes. The test publisher’s guidelines for assessment always take precedence if there is a question regarding testing format.
• Test security is imperative; therefore, all testing materials will be inventoried no less than quarterly. Programs should maintain a written test inventory log. Test materials will be stored in locked files, accessible only to program directors and/or test administrators.
• The following procedures have been programmed in LACES to ensure correct assessment procedures are followed: (1) BEST Literacy 2008 or TABE CLAS-E forms cannot be entered consecutively in a student’s LACES file; (2) Post-assessment scores cannot be entered when a student has less than the approved hours of individual instruction since their last assessment; (3) TABE CLAS-E levels cannot be lower for a post-assessment than was administered for a pre-assessment.
• State staff will conduct quarterly desktop reviews of local program data to ensure the assessment policy is being followed and valid data is being reported. If the state determines a program’s data to be invalid due to a lack of policy implementation or data entry procedures, they will be notified and asked to provide a plan of corrective action. State staff will follow up on the plan to ensure corrections have been made. Programs may not be eligible for performance-based funding if their data is deemed invalid.
• Adult learners who self-disclose a disability documented by a qualified professional and are eligible for accommodations under provisions of Section 504 of the Americans with Disabilities Act (ADA) may be granted appropriate testing accommodations.
Accommodations and/or adaptations in assessment
• Adaptations allowed for learners without a documented disability might include: colored transparent overlays, clear transparent overlays and 35
Oklahoma State Department of Education March 2011
highlighters, temporary adhesives with spatial directions, earplugs, large print tests (if available), magnifying devices, priority seating, hats, caps, or visors to minimize fluorescent lighting, or an unmarked straightedge. If in question, a program should contact the SDE for technical assistance in determining the appropriateness of an adaptation.
III. RESOURCES AND TECHNICAL ASSISTANCE
Technical assistance, requests, and assessment requirement questions may be directed to:
Oklahoma Department of Education
Lifelong Learning Section
2500 North Lincoln Boulevard
Oklahoma City, Oklahoma 73105-4599
Phone: 405-521-3321
Fax: 405-522-5394
For purchase of assessment materials, local programs should contact the test publishers associated with each state-approved assessment listed below:
TABE and TABE CLAS-E
BEST Plus and BEST Literacy Test
WorkKeys
Nina Trigger (Sales Representative)
nina_trigger@ctb.com
361-232-7461
Mike Johnson, Product Manager
michaeld_johnson@ctb.com
630-789-4586
Or visit: www.ctb.com
888-282-5690
Center for Applied Linguistics
4646 40th Street NW
Washington D.C. 20016-1859
Phone: 1-866-845-2378
Web site: http://www.cal.org
E-mail: best-plus@cal.org
E-mail: bestliteracy@cal.org
ACT – WorkKeys
workkeys@act.org
800-967-5539
IV. DISTANCE LEARNERS
All distance learners will be pre- and post-assessed according to the same guidelines as traditional learners.
The Oklahoma Adult Education and Literacy Distance Learning Policy is attached.
The Oklahoma Distance Learning Approved Curriculum is attached.
Oklahoma State Department of Education 36 March 2011
Janet Barresi
State Superintendent of Public Instruction
Oklahoma State Department of Education
Lifelong Learning Section
OKLAHOMA ADULT EDUCATION AND LITERACY
DISTANCE LEARNING POLICY
Overview of Distance Learning in Oklahoma
Distance learning is typically viewed as a way to help students overcome barriers to attending a traditional adult education classroom. These barriers include conflicting work schedules, family responsibilities, and transportation problems. Distance learning has the potential to attract new students deterred by these barriers. In addition, it has the potential to help existing students stay connected to their studies. These issues are not unique to rural Oklahoma; therefore, we must provide distance learning opportunities to all adults in Oklahoma in need of adult education services.
Today’s young adults are “digital natives.” As more “digital natives” and tech-savvy adults seek adult education services, Oklahoma adult education programs must view distance learning as a necessity. Distance education has the potential to offer instruction that better meets the learning styles and learning pace of some students and may provide a richer, more expedient educational experience than instruction delivered within the traditional classroom.
Distance learning will be a voluntary delivery option for adult education programs. Programs must be willing to incur any increased costs associated with distance learning and maintain traditional classroom instruction. Distance learning teachers and the program director are encouraged to participate in Project IDEAL’s Distance Learning 101 course prior to implementing distance learning.
Adult education programs must manage distance learning in accordance with the state’s Distance Learning Policy and Assessment Policy. Programs that wish to offer distance learning must contact the Executive Director or Assistant Director of Lifelong Learning. Support and technical assistance will be available by contacting the state office at (405) 521-3321.
General Distance Learning Requirements
Definition of Distance Education
Distance education is a formal learning activity where students and instructors are separated by geography, time, or both, for the majority of the instructional period. Distance learning materials are delivered through a variety of media including, but not limited to print, videotapes, DVDs, audio recordings, broadcasts, computer software, and Web-based programs and other online technology. Teachers support distance learners through communication via mail, telephone, e-mail, online technologies and software, or face-to-face instruction.
Definition of Distance Learners
Distance learners are students who receive distance education services as defined above. It is not uncommon for adult learners to receive both distance education and traditional classroom education Oklahoma State Department of Education 37 March 2011
during the course of the program year. A student’s hours in both distance learning and traditional classroom programs will be reported in Oklahoma’s management information system, Literacy and Adult Community Education System (LACES). A student will be reported as a distance learner for federal reporting purposes if he/she received 51% or more of his/her instruction at a distance (proxy hours). This determination will be made at the end of the program year.
Measuring Contact Hours for Learners in Distance Education
The U.S. Department of Education, Office of Vocational and Adult Education, requires students in distance education to have at least 12 hours of direct contact with the adult education program before they can be counted as a fundable student in the National Reporting System (NRS). Direct contact hours involve interaction between the learner and program staff in real time where the identity of the learner can be verified. Direct contact hours may include face-to-face orientation, pre-assessment, post-assessment, goal setting, and instruction. In addition, direct contact hours may include contact through telephone, video, teleconference, or online communication. Live online discussions, telephone conference calls, and live video broadcast to remote locations are examples of direct contact hours that are countable under this definition.
Proxy Contact Hours
In addition to direct contact hours, adult education programs must report proxy contact hours to track the time students spend on distance learning activities. Proxy contact hours must be associated with one of the three approved distance learning models of instruction.
• The Clock Time Model assigns contact hours based on time that a learner is engaged in a software program that tracks time.
• The Teacher Judgement Model assigns a fixed number of hours based on teacher determination of the extent to which a learner engaged in, or completed, the assignment.
• The Learner Mastery Model assigns a fixed number of hours based on the learner passing a test on the content of the lesson.
The model used in Oklahoma will vary depending on the curricula used. Currently, all state-approved DL curricula are web-based and use the Clock Time Model to assign proxy hours. The online programs track the time the student works in the program from logging in to logging out. Distance learning teachers will also maintain a record of student clock hours.
Proxy and direct contact hours will be recorded separately in LACES. This will determine whether the student will be reported as a distance student (51% or more hours of instruction via distance) or as a traditional classroom learner. Students who have received some distance instruction (50% or less of their total instructional hours) may not be reported as a distance learning student, but may be counted as a traditional student as long as the student has twelve contact hours.
Approved Curricula for Distance Learning
Oklahoma has approved Instruction Targeted for TABE® Success (ITTS) Online, Pre-GED® Online, GED® Online, and KeyTrain® as distance learning curricula. Adult education programs wishing to use additional types of distance learning curriculum must determine how proxy contact hours/student engagement time will be calculated for the learning units. Once this has been determined, the state will approve or disapprove the distance learning curriculum. As instructors become more experienced and Oklahoma State Department of Education 38 March 2011
skilled at delivering distance education, Oklahoma will expand the approved curriculum to support the needs of the students and instructors.
Assessing Distance Learners
Oklahoma’s Adult Education and Literacy Assessment Policy will apply to all adult education students – distance and nondistance. Assessments will be conducted in a secure, in-person, proctored setting.
NRS Reporting of Students in Distance Learning
Distance learner data will be reported on NRS Table 4C and Table 5A. Proxy contact hours and actual contact hours for distance learning students will be reported on NRS Table 4C. Core follow-up outcome measures for distance learning students will be reported on NRS Table 5A. Data entry personnel for distance learning programs must enter data for distance learning students on a monthly basis.
Funding for Distance Learning
Additional funding will not be available to programs approved to offer a distance learning program. Programs must be willing to incur any increased costs associated with distance learning. Hopefully any increase in costs will be offset by an increase in students served.
Training
The SDE will make every effort to accommodate adult education programs that need training. Teachers and directors will be informed of opportunities for distance learning training available through workshops or online. Distance learning staff will be encouraged to enhance their knowledge through these opportunities. Distance Learning 101 will be offered if state staff is available to facilitate the course.
Contact Information
If you have any questions about Oklahoma’s Adult Education and Literacy Distance Learning Policy or any of the requirements for reporting data about distance learners, contact the Lifelong Learning Section at (405) 521-3321.
Oklahoma State Department of Education 39 March 2011
Oklahoma Approved Distance Learning Curriculum
Curriculum
Vendor
Audience
Model
Criteria for Awarding Proxy Hours
Validation By
Notes
ITTS Online
CTB McGraw-Hill
ABE/GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
Pre-GED Online
CTB McGraw-Hill
ABE/GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
GED Online
CTB McGraw-Hill
GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
KeyTrain Online
ACT, Inc.
ABE/GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
Oklahoma State Department of Education 40 July 2011
OKLAHOMA ADULT EDUCATION AND LITERACY
GOAL-SETTING POLICY
1. Local Adult Education Programs will ensure that each learner has the opportunity to set appropriate goals for his/her educational instruction in Adult Education and English as a Second Language.
2. The initial goal-setting process will take place within the first 12 hours of instruction or during the program’s intake or orientation process, whichever is most supportive of the state philosophy that adult education should be learner-centered and that learner’s goals provide direction for instruction. Learner’s goals will be checked for progress, reviewed, and/or revised as needed, a minimum of once every quarter.
3. Programs are to inform learners of the accountability requirements of the Adult Education law, the Workforce Investment Act, Title II, which mandates that all states are to report on the outcomes of each learner’s progress in the program.
4. State and local programs are mandated by law to report learner progress in the following Federal Core Indicators of Performance: (1) Entered Employment; (2) Retained Employment; (3) Entered Postsecondary Education or Training; and (4) Obtained a GED diploma. Learner achievement of these four goals is validated through a state data match process and reported on National Reporting System (NRS) Table 5. Completing an educational functioning level (EFL) is an additional Federal Core Indicator of Performance validated through pre- and postassessment scores and reported on NRS Table 4. All of these goals are NRS program goals and will be addressed in the learner goal- setting process.
5. Adult Education teachers are responsible for counseling learners in setting appropriate NRS program goals and for indicating the learner’s program goal(s) on their Enrollment Form.
6. In addition to NRS program goals, personal learner goals relating to self-fulfillment or the adult roles of worker, family member, and community member will be addressed in the goal-setting process. Learners will be encouraged and supported in setting personal goals as well as program goals.
7. Adult Education teachers are responsible for facilitating the goal-setting process with all of their learners and using information gathered from this process to direct instruction.
8. The Goal-Setting Process – Step 1 serves as a guide to ensure NRS program goals as well as learners’ personal goals are addressed and appropriately set. Programs may use this format or create their own format as long as program and personal goals are addressed.
9. The Goal-Setting Process – Step 2 Personal Action Plan serves as a guide to ensure learners’ goals are written, areas supportive of achieving goals are addressed, progress is monitored and measureable, and revision is made when needed. Programs may use this format, or create their own action plan as long as research-based areas supportive of goal achievement are included.
10. Adult Learning Center data entry staff is responsible for entering the learners’ program goal(s) in the state management information system, Literacy, Adult, & Community, Education System (LACES). This information is taken from the learner enrollment forms.
Oklahoma State Department of Education 41 July 2011
THE GOAL-SETTING PROCESS
Adult Learning Center____________________________
STEP 1 – Thinking About Goals
Name_____________________________________Date_________________________________
Program goal(s) I want to work on. (Place a checkmark in one or two of the boxes below.)
My thoughts on achieving the above program goal(s):
Personal goal(s) I would like to accomplish. (Write your thoughts in the appropriate boxes below.)
Work
Family
Community – Citizen
Self-fulfillment
Keep my job or get a better job.
(For people who have a job now.)
Enter Postsecondary Education or Training
Obtain a GED Diploma
Get a Career Readiness Certificate (CRC)
Improve my reading, writing, math, or other basic skills.
Improve my English skills
(For speakers of other languages.)
Get a job.
(For people who do not have a job now.)
Adult Education Classes Oklahoma State Department of Education 42 July 2011
THE GOAL-SETTING PROCESS
STEP 2 – A Personal Action Plan For Reaching Goals
Name_____________________________________Date_________________________________
Goal(s) I will focus on (List no more than two goals.)
Skills I need to reach this goal
Resources I will use to reach this goal
When I plan to reach this goal
How I will measure my progress
How I will celebrate goal achievement
1.
2.
Oklahoma State Department of Education July 2011
43
Required Student Records
Programs are responsible for having the following student-related records on file:
• Adult Education and Literacy Student Enrollment Forms.
• Consent and Release Form for 16- and 17-Year-Old Students.
• Adult Student Conduct Form for Adult Education Classes.
• Individual student’s assessment scores.
• Individual student’s Learning Style Inventory.
• Adult Education and Literacy Program Monthly Class Attendance and Student Progress Reports with supporting Student Sign-in Sheets.
• Any additional student data requested by the SDE.
Programs should maintain all required records for five years in addition to the current fiscal year.
Oklahoma State Department of Education 44 July 2011
ADULT EDUCATION AND LITERACY SCHEDULE OF CLASSES
Fiscal Year ___________________
Adult Learning Center____________________________ Program Director___________________________
Submit the following schedule to your State Coordinator no later than September 1 each fiscal year.
Class Site
Include: Physical Address, Town, and Building & Room Number if applicable
Type of Class
and
Teacher’s Name
Days of the week class meets
Time of the day class meets
Other information Coordinators might need
Oklahoma State Department of Education 45 July 2011
SAMPLE
Adult Education Teacher Evaluation Form
______________________________Adult Learning Center
Teacher_____________________________ Class Location_____________________________
Class meets on (circle) M T W Th F S From __________am/pm To___________am/pm
Class is (circle) ABE – ESL – Work-based – Family Lit – Work Readiness – Corr/Inst – TANF
Number Enrolled ____________________ Number in Attendance___________________
Ratings: 3 = Performs tasks above and beyond what is expected to satisfactorily address this area. Critical work tasks are of exceptional quality. Specific written examples should accompany this rating.
2 = Tasks required to satisfactorily address this area are done so in the expected manner with the expected degree of quality.
1 = Tasks required to satisfactorily address this area are not being performed in the expected manner, or are below the accepted degree of quality. Specific written examples should accompany this rating, along with written and timely suggestions for improvement.
Area I – Planning
 Documented planning time is available for review _______
 Written lesson plans are available for review _______
 Lesson plans reflect individual learner goals and ability levels _______
 Learning activities are linked to real-life situations and learner goals _______
Area II – Assessing & Monitoring Student Progress
 Follows the state Assessment Policy _______
 Follows the state Goal-Setting Policy with documented evidence _______
 Demonstrates flexibility in helping students make goal adjustments as necessary _______
 Integrates appropriate informal assessments during instruction _______
Area III – Curriculum and Instruction
 Demonstrates that learner goals and adult education standards direct instruction _______
 Demonstrates that explicit skills are taught in real-life contexts _______
 Uses research-based instructional practices for teaching adults _______
 Utilizes materials, resources, and strategies to accommodate diverse learning styles and educational functioning levels _______
 Incorporates technology into instruction _______
 Classroom environment is positive, supportive, and encouraging to adult learners _______
Area IV – Professional Responsibilities
 Student files contain required Lifelong Learning documents _______
 Submits required data and reports in a complete, accurate, and timely manner _______
 Maintains professional conduct including attendance and use of class time _______
 Meets annual professional development requirements for Lifelong Learning _______
 Attends local meetings as required by the ALC Director _______
Notes/Comments:
_____See attachment(s) such as comment summary, specific examples, or plan of improvement
_____________________________________ ______________________________________
Director’s Signature Date Teacher’s Signature Date Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 46 July 2011
I. PURPOSEFUL AND TRANSPARENT
YES
NO
EVIDENCE
A. The purpose of the teaching/learning process and/or a specific lesson or activity and how it supports students' goals is made transparent to the students.
B. The standard(s) that is the focus of the teaching/learning process is made transparent to the students.
C. The explicit teaching/learning objectives being taught are made transparent to the students.
D. The components of performance of the focus standard(s) are addressed and it is made clear how the skills taught in the teaching/learning process fit into the overall application of the standard. Students are able to articulate this connection.
E. Materials and resources used are purposeful and appropriate for the needs of the students and to meet the objectives of the teaching/learning process.
F. Overall, the teaching/learning process includes well-defined examples of standards-based instruction.
Curriculum content and presentationof the teaching/learning process are aligned to the students' goals, one or more standards, research-based adult learning theory and Oklahoma's standards-based quality program practices.Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 47 July 2011
II. CONSTRUCTIVIST
YES
NO
EVIDENCE
A. The teaching/learning process presents the standard(s) and/or explicit teaching and learning objectives through a variety of strategies, techniques, or activities appropriate for the needs of the educational functioning levels and learning styles represented in the class.
B. New information is explicitly linked to a previous lesson, the students' prior knowledge or experience and is presented in a way that supports the building of student expertise.
C. Questions are posed that stimulate student thinking beyond recall.
D. Students are given adequate time to respond to posed questions.
E. Students are encouraged to elaborate on or justify their answers.
F. Students work on assignments reflecting the highest demands and most important concepts posed by the standard(s) focused on in the teaching/learning process.
G. At the end of the lesson there is time spent reviewing lesson objectives, summarizing student learning, and previewing how the next lesson builds on this learning. Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 48 July 2011
III. CONTEXTUALIZED
YES
NO
EVIDENCE
A. The context of the lesson comes from the real-life adult roles and goals of the students.
B. Students exhibit understanding as to how the context of the lesson is linked to their personal life roles and supports their stated goals.
C. Authentic, real-life materials and resources are integrated into the teaching/learning process.
IV. ASSESSMENT-BASED
YES
NO
EVIDENCE
A. Instruction includes regular assessment of student understanding through students' verbal responses, demonstration of work, monitoring of work, and/or general oversight of the instructor.
B. Prompt and specific feedback is appropriately given to students in order to reinforce learning or correct misunderstandings.Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 49 July 2011
IV. ASSESSMENT-BASED (cont.)
YES
NO
EVIDENCE
C. Student self-evaluation and self-assessment of their individual learning are included and encouraged during the lesson.
D. All assessment is appropriately aligned to the standard(s) and/or teaching/learning objects of the lesson.
E. Transfer and use of the standard(s) and/or teaching/learning objectives are assessed in a variety of contexts.
F. Supplemental instruction or extension activities are provided as needed.
Additional Notes
3. How are students going to apply the skill you just taught them in their real life? How will you and the student assess their ability to transfer this skill outside of the classroom?
Suggestions for possible "guiding questions."
1. How did you decide to teach this particular lesson?
2. How are you going to address the fact that _______didn't seem to fully understand what was going on?
4. Where do you go from here? What are your next steps?Adult Education and Literacy Student Enrollment Form
__________________________Adult Learning Center
Class Site: ____________________________ Teacher’s Name: ________________________________
Program: (Circle One) ABE – ESL – EL/Civ – Wkplace – FamLit – Cor/Inst – DistLearn – TANF – Other __________
Oklahoma State Department of Education 50 July 2011
Name________________________________________________
Last First Middle
Social Security Number_________________________________
Address______________________________________________
City/State__________________________Zip _______________
Phone_______________________________________________
Emergency Contact____________________________________
Birthday ________________________ Age _____________
Month/Day/Year
Gender: Male_____Female_____ Disabled: No_____Yes_____
If you need accommodations, please inform your teacher.
Employment Status (Check only one)
______Employed Full-time ______Employed Part-time
______Unemployed and looking for work
______Not looking for work ______Unavailable for work
Do any of the following apply to you? (Check all that apply):
______Public Assistance or DHS Client ______Homeless
______Live in an institutional setting ______State Corrections
______County or Community Corrections Program
Program Goals
_____Improve my reading, writing, and/or math skills
_____Improve my English language skills
_____Pass the GED Tests
_____Get a Job (if unemployed)
_____Keep or Improve my Job (if employed)
_____Enter Postsecondary Education or Training Program
_____Get a Career Readiness Certificate (CRC)
____I have completed the Ethnicity/Race Data Collection Form.
I authorize the Oklahoma State Department of Education to
release my social security number, assessment results, General Educational Development (GED) Testing scores or other collected data for education or employment research and/or
reporting purposes as long as my identity is never revealed.
Signature____________________________Date________
-THE INFORMATION BELOW IS FOR
PROGRAM USE ONLY- Student Pre-assessment Information To be completed by teacher or assessment administrator.
Assessment Administered: (Check one)
_____Test of Adult Basic Education (TABE)
Form: ______ Level: ______ Full Battery: ______ Survey: ______
_____WorkKeys
_____Basic English Skills Test (BEST ) Plus
_____BEST Literacy Form: ______
_____TABE Complete Language Assessment System – English (CLAS-E)
Form: ______ Level: ______
Assessment Date: _________________________________ Enter the applicable scale score(s) and educational functioning level (EFL) in the chart below.
Subject Area Scale Score EFL*
TABE Reading
TABE Language
TABE Total Math
WorkKeys Reading for Information
WorkKeys Applied
Mathematics
WorkKeys Locating Information
BEST Plus
BEST Literacy
TABE CLAS-E
Reading
TABE CLAS-E
Writing
TABE CLAS-E
Total Reading & Writing
TABE CLAS-E
Listening
TABE CLAS-E
Speaking
TABE CLAS – E
Total Listening & Speaking
*You may refer to the Oklahoma Adult Education and Literacy Assessment Policy for the score ranges and related EFL’s for each assessment instrument.
A copy of the policy is available on the State Department of Education’s Lifelong Learning website.
Oklahoma State Department of Education 51 May 2010
Adult Education and Literacy
Ethnicity/Race Data Collection Form
Effective July 1, 2010
Name____________________________________________Birthday________________
Please Print: Last First Middle Month/Day/Year
1. Are you Hispanic/Latino? (Choose only one)
______ No, not Hispanic/Latino
______Yes, Hispanic/Latino (A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.)
The above question is about ethnicity, not race. No matter what you selected above, please continue to answer the following by marking one or more boxes to indicate what you consider your race to be.
2. What is your race? (You may choose one or more of the following.)
______American Indian or Alaska Native. ( A person having origins in any of the original peoples of North and South America, including Central America, and who maintains a tribal affiliation or community attachment.)
______Asian. (A person having origins in any of the peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.)
______Black or African American. (A person having origins in any of the Black racial groups of Africa.)
______Native Hawaiian or Other Pacific Islander. (A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.)
______White. (A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.)
Oklahoma State Department of Education 52 January 2011
RELEASE FORM FOR 16- AND 17-YEAR-OLD STUDENTS
For Adult Education Enrollment and/or General Educational Development (GED®) Testing
Oklahoma State Department of Education
Lifelong Learning Section
1. Applicant’s Name: __________________________________________ Date: ______________________
2. Applicant’s Social Security Number: _______________________________
3. Applicant’s Date of Birth: ________________________________________
4. Last school attended (include school site, district and state): _____________________________________
5. In what month/year did you last attend school? ____________________
6. Last grade completed: ________________
Subscribed and sworn to before me this ___________ day of _________________________, _________________.
_______________________________________________
Notary Public Signature
My Commission expires the __________day of _________________, ___________.
To be completed by the parent/guardian:
I hereby affirm that I am the (circle one) Parent Guardian
of the above applicant, who is a legal resident of the_________________________________ School District; and I agree that it is in his/her best interest to attend adult education classes and/or to take the GED Tests.
________________________________________
Signature of Parent/Guardian
To be completed by a school administrator:
The Administration of the ________________________________ School District is in concurrence with the above statement and certifies that the above applicant is not currently enrolled in school.
___________________________________________
Signature of Principal or Superintendent
To be completed by the Chief Examiner or Adult Learning Center (ALC) Director:
I approve the above candidate for adult education classes and/or GED Testing.
_________________________________________ ______________________________________
Name of Chief Examiner or ALC Director Name of GED Candidate’s Testing Site
* Required information to be filled out by the student
** Optional information as the program deems necessary
Oklahoma State Department of Education July 2011
53
Adult Education Class Sign-In Sheet
_______________________ Learning Center
Teacher’s Name: _____________________________Class Location: _______________________________
Date: _____________Class meets from _____a.m./p.m. to ______a.m./p.m. on M T W Th F (circle days)
Student Name* I.D. Number** Time In* Time Out*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Oklahoma State Department of Education 5 4 July 2011
SAMPLE
Adult Student Conduct Form
For
Adult Education and Literacy Classes
The ________________________ Adult Learning Center (ALC) endorses and encourages the development of adult learning opportunities available in the Adult Basic Education Classes. Our goals for the program are: (1) to provide

Adult Education and
Literacy Handbook
Lifelong Learning Section
Fiscal Year 2011-2012
Oklahoma State Department of Education July 2011
Adult Education and Literacy Handbook
Table of Contents
Page
Purpose, Certifications, and Assurances 1
Oklahoma’s Guiding Principles and Benchmarks for Quality Adult Education Programs 5
Program Action Plan for Quality Adult Education 12
Program Professional Development Plan for Adult Education 13
Overview of Adult Education and Literacy Services 14
Oklahoma Adult Education and Literacy Indicators of Performance 15
Functioning Level Table – National Reporting System Implementation Guidelines 16
Oklahoma Adult Education and Literacy Assessment Policy 23
Oklahoma Adult Education and Literacy Distance Learning Policy 36
Oklahoma Approved Distance Learning Curriculum 39
Oklahoma Adult Education and Literacy Goal-Setting Policy 40
Required Student Records 43
Adult Education and Literacy Schedule of Classes 44
Sample – Adult Education Teacher Evaluation Form 45
Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide 46
Adult Education and Literacy Student Enrollment Form 50
Adult Education and Literacy Ethnicity/Race Data Collection Form 51
Release Form for 16- and 17-Year-Old Students for Adult Education Enrollment
and/or GED Testing 52
Adult Education Class Sign-In Sheet 53
Sample – Adult Student Conduct Form for Adult Education and Literacy Classes 54
Adult Education and Literacy Program Monthly Class Attendance and Student Progress Report 55
Oklahoma State Department of Education July 2011
Adult Education and Literacy Handbook
Table of Contents (cont.)
Page
Adult Education and Literacy Program Income Guidelines 56
Adult Education and Literacy Oklahoma Cost Accounting System (OCAS) Codes – Revenue 57
Adult Education and Literacy OCAS codes – Expenditures 59
Adult Education OCAS Budget Guidelines 60
Adult Education and Literacy Summary Budget Form 62
Adult Education and Literacy Program Self-Evaluation 63
Adult Education and Literacy Local Educational Agency (LEA) Share of Match 72
LEA In-Kind Contribution Sample Letter 73
Adult Education and Literacy Comprehensive Inventory Record 74
Enter Postsecondary Education or Training and Enter Employment
Student Verification List of Goal Achievement 75
Temporary Assistance to Needy Families (TANF) Agreement 78
TANF Budget 79
Important Dates Checklist 80
Contact Information for Lifelong Learning Section 81
Adult Education Acronyms 82
Oklahoma State Department of Education July 2011
1
Janet Barresi
State Superintendent of Public Instruction
Oklahoma State Department of Education
Lifelong Learning Section
ADULT EDUCATION AND FAMILY LITERACY ACT
TITLE II OF THE WORKFORCE INVESTMENT ACT (Public Law 105-220)
PURPOSE
The purpose of the Adult Education and Family Literacy Act is to:
(1) Assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency.
(2) Assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children.
(3) Assist adults in the completion of a secondary school education.
CERTIFICATIONS AND ASSURANCES
1. Funds awarded will be used to supplement, and not supplant, the amount of state and local funds available for uses specified in the Adult Education and Family Literacy Act.
2. Funds allocated to local programs will be based on program data, program performance, and participation in state initiatives/special projects. Allocations for the current fiscal year will be based on data from the second preceding fiscal year. For example, Fiscal Year 2012 allocations will be based on Fiscal Year 2010 data. New programs that have not established data will be funded according to the projected number of students to be served and the assigned territory. A cost per student will be determined for new programs based on the federal and state funds available. New programs may not be funded at the full amount given to previous programs in a territory as it will be necessary for new programs to show evidence of proper management and program accountability.
3. All expenditures will be made in accordance with the provisions of the Adult Education and Family Literacy Act and the policies and procedures of the State Department of Education (SDE). All programs will follow the Oklahoma Cost Accounting System (OCAS) procedures when submitting budgets and claims.
4. The approved local Adult Education and Literacy program will be conducted in a manner consistent with the laws and regulations pertaining to the Adult Education and Family Literacy Act, the Oklahoma State Plan for Adult Education and Literacy, and state policies and regulations.
5. Activities provided under the Adult Education and Family Literacy Act are coordinated with and not duplicative of programs, services, or activities made available to adults under various other programs.
6. Records must be maintained for five years in addition to the current fiscal year.
7. Local Adult Education programs will submit an annual self-evaluation on forms provided by the SDE.
8. The program has a system in accordance with the Americans with Disabilities Act (ADA) to ensure that its services are accessible and barrier-free and that no adult, by reason of a disability, is excluded from participation or denied the benefits of the program. The program has a system for having appropriate Oklahoma State Department of Education July 2011
2
instructional materials and screening/assessment instruments available or readily accessible to adults with disabilities.
9. The local Adult Education program will develop and/or strengthen coordination with elementary and secondary schools, postsecondary education institutions, Workforce Oklahoma Centers, job training programs, and social service agencies.
10. All expenditures for each fiscal year must be claimed by August 1.
11. Local Adult Education programs will submit end-of-year reports as required by the U.S. Department of Education and the SDE.
12. All local Adult Education programs will use an SDE-approved Management Information System (MIS) to document student enrollment, goals and attendance, educational gains, and other information required for the National Reporting System (NRS). The local program will update NRS data monthly.
13. Not more than five percent of the funds awarded may be budgeted and expended for administrative costs, including benefits (OCAS Function Code 2330). Data entry is considered an administrative cost per federal regulations.
14. Not more than ten percent of the federal funds awarded to the SDE may be expended on providing educational services to individuals in correctional facilities or for other institutionalized individuals. The SDE will allocate five percent of the federal funds available for allocation directly to the Oklahoma Department of Corrections. Local programs may apply for federal funds to provide services to corrections and institutionalized individuals. In addition, local programs shall give priority to serving individuals who are likely to leave the correctional institution within five years of participation in the program. Local programs wishing to spend additional money on corrections education may spend up to five percent of their state funds.
15. Local Adult Education programs will maintain on file class sign-in sheets, student enrollment forms, and student contact hours on the prescribed Monthly Class Attendance Form.
16. Payment to programs will be based on allowable costs per Office of Management and Budget (OMB) Circular A-87. Payments will not be made until the SDE is in receipt of a detailed, computer-generated OCAS expenditure report in an approvable format. Community-based organizations must submit expenditures on an approved SDE report.
17. Local Adult Education programs will provide year-round Adult Education and Literacy services and a well-trained staff to conduct such services from July 1 through June 30 of each fiscal year.
18. The SDE is committed to high standards of performance. Local programs are required to submit a Program Action Plan for Quality Adult Education annually as part of the grant extension application. Oklahoma’s Guiding Principles and Benchmarks for Quality Adult Education provide a framework for local program excellence, accountability, and continuous improvement.
19. The SDE negotiates performance levels for each of the Federal Core Indicators of Performance with the U.S. Department of Education every fiscal year. Local Adult Education programs will be expected to meet or exceed the state’s negotiated performance levels for the Federal Core Indicators of Performance for the fiscal year.
20. Local programs will meet the state performance measure of pre-/postassessing 60% of their students.
Oklahoma State Department of Education July 2011
3
21. Local programs will meet the state performance measure of increasing the average number of contact hours from the previous program year.
22. One-hundred percent of Adult Education Program directors and full- and part-time teachers will annually complete a minimum of 15 hours of Lifelong Learning approved professional development training. This is a state performance measure.
23. One-hundred percent of program directors and full- and part-time teachers are required to attend an annual inservice meeting. Program directors are responsible for conducting this inservice meeting. Program directors must ensure that teaching staff understands and appropriately implements the state’s Assessment Policy, Goal-Setting Policy, enrollment procedures, and any other program requirements. Inservice attendance does not count as part of the annually required 15 hours of professional development. This is a state performance measure.
24. Local programs will annually submit a “Program Professional Development Plan for Adult Education.” Programs will provide local professional development opportunities approved by Lifelong Learning that are supportive of program improvement.
25. Adult Education and Literacy programs will assess adult learners in accordance with the SDE’s Assessment Policy for Adult Education.
26. Adult Education and Literacy programs will assist learners in setting appropriate goals in accordance with the SDE’s Goal-Setting Policy.
27. All Adult Education and Literacy teachers must have a valid up-to-date Oklahoma Teacher’s Certificate. Adult Education Directors must have a valid up-to-date Oklahoma Teacher’s Certificate or a graduate degree.
28. Initial budgets, end-of-year reports, and other required reports must be submitted to the SDE by the due date. Claims for local programs will not be processed until the SDE receives any past due report(s).
29. Program directors will conduct formal individual teacher observations and evaluations at a minimum of twice a year. Refer to the Oklahoma Quality Program Action Plan for specific areas to be addressed in teacher evaluations. In addition to formal teacher evaluations, directors will informally monitor and document visits to all classes to ensure program quality and accountability.
30. Local programs will maintain an ongoing written inventory of all instructional materials and equipment purchased with adult education funds. The written inventory must include the item, quantity, serial number or ID number as applicable, acquisition cost, and the date purchased. Items purchased with EL/Civics or TANF funds must be inventoried separately.
31. Local programs collaborate with other agencies and community resources to obtain student referrals and assist students with counseling, employment, postsecondary education/training, learning or physical disabilities, and other support services.
32. The organization is in compliance with the Americans with Disabilities Act of 1990; the Rehabilitation Act, Sections 504 & 508 of 1973; the Workforce Investment Act of 1998, Section 188, Part 37 of Title 29; the Civil Rights Act of 1964; the Individuals with Disabilities Education Act of 1990; and applicable Oklahoma State laws and statutes.
Oklahoma State Department of Education July 2011
4
33. Local programs must provide a 25% match to the total amount of federal funds received each fiscal year. The match may include director and indirect expenditures and/or in-kind contributions.
34. Local programs that close will repay state funds that have not been expended. In addition, adult education inventory items will be transferred to new or existing grantees.
35. Local programs shall make every effort to provide free classes to students. Local programs may charge necessary and reasonable fees for consumable materials and work-based classes. Adult Education programs that wish to implement fees must develop a fee policy that has been approved by the Adult Learning Center’s governing board. The fee policy must be reasonable and may not restrict access to services.
36. Local programs may generate income. The purpose of the income is not to make a profit, but rather to expand services. Income and donations received must be reinvested in the adult education program. Any income must be accounted for in records and reported to the Lifelong Learning office for National Reporting System Financial Reports. Oklahoma State Department of Education 5 July 2011
Oklahoma’s Guiding Principles and Benchmarks
For Quality Adult Education Programs
Purpose
The Oklahoma Quality Program Action Plan provides a framework for program excellence, accountability, and continuous improvement in adult education. The Oklahoma Department of Education, Lifelong Learning Section, measures progress through federal and state indicators of program quality. Measurers include a variety of reports and self-assessments, in addition to on-site technical assistance visits and Adult Education and Literacy Program Reviews.
The Quality Program Action Plan includes Guiding Principles and Benchmarks for local adult education programs. It also provides a mechanism for evaluating programs based on federal law, state statute, and Lifelong Learning policies.
All local programs will be required to submit an annual Program Action Plan. State staff from Lifelong Learning will work with programs to address any deficiencies.
Guiding Principles
Adult education programs are evaluated annually based on the following established principles of program quality. Benchmarks for each principle serve as guides for continuous program improvement and progress.
1. Program Planning, Administration, and Evaluation – The program has an annual planning process that is ongoing and participatory; guided by evaluation; based on community demographics, needs, resources, economic trends, and local conditions; and demonstrated by a written Program Action Plan.
2. Recruitment, Orientation, and Support Services – The program successfully recruits populations most in need of literacy services as identified by needs assessments and demographic data. The program has a comprehensive learner orientation process that includes learner expectations and program requirements. The program has identified community resources to assist adults with counseling, employment, postsecondary education/training, and learning or physical disabilities.
3. Educational Gains and Goal Achievement – Learners enrolled in the program make progress toward improving their basic skills and achieving personal and program goals consistent with assessed educational needs.
4. Curriculum and Instruction – The program uses instructional planning, resources, and strategies that are research-based, effective, and driven by learner educational functioning levels, learning styles, and personal and program goals.
Oklahoma State Department of Education 6 July 2011
5. Professional Development and Staff Evaluation – The program provides ongoing professional development that addresses specific program needs, considers training in the areas necessary to provide quality instruction, and includes monitoring and follow-up to ensure new knowledge, skills, and strategies transfer into overall program improvement. The program director regularly monitors classes and conducts teacher observations and evaluations to ensure program quality and accountability.
6. Retention – Learners in the program remain long enough to achieve educational needs and goals and receive postassessments according to the state’s Assessment Policy.
7. Technology – The program successfully integrates technology that is demonstrated in learner classroom experiences, professional development opportunities, and enhanced administrative functions of all program staff.
Benchmarks for Guiding Principles
Adult education programs should meet or exceed state benchmarks to ensure program quality.
1. Program Planning, Administration, and Evaluation – Guiding principle: The program has an annual planning process that is ongoing and participatory; guided by evaluation; based on community demographics, needs, resources, economic trends, and local conditions; and demonstrated by a written Program Action Plan.
a. Continuous program improvement is documented annually in a written Program Action Plan.
b. The program director demonstrates a working knowledge and understanding of Literacy, Adult, and Community Education System (LACES) data and the impact of local program data on funding and meeting state performance goals. The program director uses program data to help direct program improvement and planning, as evidenced in their annual Program Action Plan.
c. The program director ensures that an adequate number of staff is trained to correctly use the state’s LACES management information system and that data entry is kept current, as evidenced through the state desktop monitoring process.
d. The program provides services in areas indicated in the original grant application and subsequent follow-up extensions and documented in their LACES data.
e. The program builds ongoing partnerships with local employers, workforce centers, employment agencies, postsecondary institutions, and other community resources, as evidenced by collaborative projects, letters of support, or documented student referrals.
f. The program director and/or designee attends meetings of the local Workforce Investment Board and/or Council to which he/she has been appointed, as evidenced by meeting agendas and/or a personal attendance calendar.
g. The program director understands and effectively manages the budget to ensure funding is used according to the requirements of the grant and in an effective and efficient manner supportive of program improvement, as evidenced by budgets, claims, and other expenditure reports. Oklahoma State Department of Education 7 July 2011
h. The program maintains a running inventory of all instructional materials and equipment purchased with adult education funds, as evidenced by a written inventory that includes item; quantity; serial number or ID number, as applicable; acquisition cost; and the date of purchase. Programs receiving an EL/Civics allocation must provide a separate written inventory for materials and equipment purchased with those funds.
i. The program provides year-round adult education and literacy services during the fiscal year, which runs from July 1 through June 30, as evidenced by published class schedules.
j. The program is in compliance with the Americans with Disabilities Act of 1990; the Rehabilitation Act of 1973; the Workforce Investment Act of 1998; the Civil Rights Act of 1964; the Individuals with Disabilities Education Act of 1990; and applicable Oklahoma State laws and statutes.
k. The program maintains all records for five years plus the current fiscal year.
l. The following reports are completed and submitted on time:
i. Grant Application and/or Extension.
ii. LACES data entry is updated monthly to provide accurate NRS reports.
iii. Entering Postsecondary Education and/or Training Verification of Goal Achievement Survey.
iv. Adult Education and Literacy Program Self-Evaluation Form.
v. Program Action Plan.
vi. Program Professional Development Plan.
vii. Adult Education and Literacy Inventory Record.
viii. Widening Opportunities in the Workplace (WOW) Work-based Education Program Evaluation.
ix. Project 319 Budget and any Budget Revisions.
x. Project 731 Budget and any Budget Revisions.
xi. Project 732 Budget and any Budget Revisions.
xii. Project 733 Budget and any Budget Revisions.
xiii. State Expenditure Report (Project Code 319).
xiv. Federal Expenditure Claims (Project Codes 731 and 732).
xv. Any additional reports requested by the SDE.
m. Not more than five percent of the state allocation is expended on educational services to individuals in correctional facilities or other institutionalized programs, as evidenced by expenditure spreadsheets, class schedules, and LACES data.
2. Recruitment, Orientation, and Support Services – Guiding principle: The program successfully recruits populations most in need of literacy services, as identified by needs assessments and demographic data. The program has a comprehensive learner orientation process that includes learner expectations and program requirements. The program has identified community resources to assist adults with counseling, employment, postsecondary education/training, and learning or physical disabilities.
a. The program implements recruiting strategies designed to reach qualifying adult learners with minimal literacy skills and those most in need of literacy services, as evidenced by documented learner participation.
b. The program collaborates with agencies and community organizations that provide documented learner referrals. Oklahoma State Department of Education 8 July 2011
c. The program implements a learner orientation process that includes learner expectations; program requirements; appropriate assessment; and goal-setting, both personal and NRS-related, as evidenced in writing and scheduling.
d. Program staff members are aware of and have available to them a written listing of community resources for participant referral and keep documentation of any referrals made through the local adult education program.
3. Educational Gains and Goal Achievement – Guiding principle: Learners enrolled in the program make progress toward improving their basic skills and achieving personal and program goals consistent with assessed educational needs.
a. The state Assessment Policy is followed to ensure that valid learning gains are collected according to state policy and test publisher’s guidelines and documented in student files, LACES data, and NRS reports. This includes proper rotation of test forms, determining appropriate level use, 60 to 100 hours of student instruction between assessments, and accurate entry of test administration dates.
b. The state goal that a minimum of 60% of all learners will be pre-/postassessed is met or exceeded and documented on NRS Table 4b.
c. The state goal that a program’s average contact hours increase from the previous fiscal year is met and documented by data found on NRS Table 4.
d. LACES data entry is done monthly to reflect accurate and timely records such as attendance hours, assessment scores, goal setting, demographics, and key information required for reporting purposes, and verified no less than quarterly through a state desktop monitoring process.
e. A student’s status is changed from “enrolled” to “left” when they have no attendance hours for 90 consecutive days.
f. The state goals for the NRS Federal Core Indicators of Performance are met or exceeded and documented on NRS Tables 4 and 5.
g. The state Goal-Setting Policy is implemented and documented in written instructional planning and learner files.
h. Classes are of sufficient intensity and duration for learners to achieve substantial learning gains; documented by a written class schedule that includes one or more managed-entry classes; and evidenced by expenditure spreadsheets, class schedules, and LACES data.
4. Curriculum and Instruction – Guiding principle: The program uses instructional planning, resources, and strategies that are research-based, effective, and driven by learner educational functioning levels, learning styles, and personal and program goals.
a. Instructional planning is driven by learner goals, assessment results, learning styles, and physical or learning disabilities, and evidenced in documented goal setting, learning style inventories, documented accommodations, and written lesson plans.
b. Instructional planning integrates standards-based instruction, research-based resources, skills, and strategies into learning activities taught in the context of real life adult roles as workers, citizens, and family members, and, evidenced in written lesson plans.
c. The program director and instructional staff have a working knowledge and awareness of learning disabilities and appropriate accommodations. Learner records contain evidence Oklahoma State Department of Education 9 July 2011
of appropriate administration of documented learner accommodations, and learner referrals when applicable.
d. The program provides standards-based instruction in reading, writing, language, and math that is research-based and supportive of the state’s overall standards-based initiative, as evidenced by written lesson plans, classroom observations, and professional development participation.
e. Reading instruction for adults includes integration of phonemic awareness, systematic phonics, alphabetics, vocabulary, fluency, and/or comprehension strategies appropriate to learner educational functioning levels; and is evidenced in written lesson plans that reflect referral to Oklahoma’s Read With Understanding Curriculum Framework when planning instruction.
f. The program has available and readily accessible to learners and teachers a variety of instructional resources and reading materials appropriate for adult learners at all educational functioning levels, as evidenced by a resource inventory and/or classroom observation of materials.
g. The program has an appropriate number of teachers trained to provide specialized classes in the area of work-based education and family literacy, as evidenced by professional development participation and implementation of classes.
h. The program has an established system that documents teacher planning time and ensures that planning time is used appropriately.
5. Professional Development and Staff Evaluation – Guiding principle: The program provides ongoing professional development that addresses specific program needs, considers training in the areas necessary to provide quality instruction, and includes monitoring and follow-up to ensure new knowledge, skills, and strategies transfer into overall program improvement. The program director regularly monitors classes and conducts teacher observations and evaluations to ensure program quality and accountability.
a. The program director has a current, valid Oklahoma teacher certificate or a graduate degree.
b. The program teachers have current, valid Oklahoma teacher certificates.
c. The program director and all full- and part-time teachers annually complete a minimum of 15 hours of Lifelong Learning-approved professional development training. This is a state performance measure.
d. The program director and all full- and part-time teachers attend an annual inservice meeting conducted by the director. The program director ensures that teaching staff understands and appropriately implements the state’s Assessment Policy, Goal-Setting Policy, enrollment procedures, and any other program requirements. Inservice attendance is not counted as part of the annually required 15 hours of professional development. This is a state performance measure.
e. Each fiscal year the program identifies areas of strength and areas needing improvement and provides Lifelong Learning-approved professional development opportunities supportive of program improvement. Examples might include: study circles, book clubs, online training, workshops, conferences, mentoring or coaching, project-based learning, practitioner research, or instructional training in specific content areas relevant to adult Oklahoma State Department of Education 10 July 2011
learners. Documentation can include written individual Professional Development Plans, an overall Program Professional Development Plan, and documented staff participation.
f. The program has teachers trained in work-based education and family literacy as evidenced by documented professional development participation.
g. The program director promotes and supports professional development of teachers and staff by keeping them informed of those opportunities in a timely manner, providing release time and allowable reimbursements, as evidenced by documented participation, program budgets, and expenditures.
h. The program director regularly monitors all classes to ensure program quality and accountability, as evidenced by written monitoring visit notes.
i. The program director conducts formal individual teacher observations and evaluations, at a minimum, twice a year. This evaluation should include but not be limited to the following areas:
i. Appropriate implementation of the state’s Assessment and Goal-Setting Policies and use of this information to direct instructional planning.
ii. Accurate and timely completion of all required forms, assignments, or data.
iii. Written lesson plans that integrate standards-based instruction, research-based resources, materials, skills, strategies appropriate for the levels of learners in the class, and taught in the context of real life, learner goals, and adult roles of worker, citizen, and family member.
iv. Appropriate integration of technology.
v. Instructional accommodations for diverse learning styles and/or disabilities.
vi. Classroom learning environment that is appropriate for and supportive of adult learners.
vii. Maintains professional conduct including attendance, appearance, and use of planning and instructional time.
6. Retention – Guiding principle: Learners in the program remain long enough to achieve educational needs and goals and receive postassessments according to the state’s Assessment Policy.
a. The program meets or exceeds the state average number of contact hours per student for the previous program year using the data reported on the program’s NRS Table 1. The program’s average number of contact hours is calculated by dividing the total number of attendance hours by the total number of fundables.
b. The program addresses attendance in an effort to encourage and increase learner retention, as evidenced by providing program services or activities such as:
i. Transportation
ii. Child Care
iii. Flexible class scheduling
iv. Learner rewards and recognition
v. Learner support systems and/or referrals
vi. Other program efforts Oklahoma State Department of Education 11 July 2011
7. Technology – Guiding principle: The program successfully integrates technology that is demonstrated in learner classroom experiences, professional development opportunities, and enhanced administrative functions of all program staff.
a. Program staff has the skills necessary to use a variety of technology in and out of the classroom.
b. Program staff is provided professional development opportunities to enhance their personal technology skills when needed.
c. Teachers have adequate technology available in the classroom such as computers, internet access, instructional software, SMART Boards™, and LCD projectors.
d. Teachers are provided professional development opportunities on how to integrate technology into instruction and the student learning experience, and are doing so, as evidenced in their written lesson plans.
e. Program directors and their staff use technology effectively to enhance administrative functions. Program Action Plan For Quality Adult Education
_________________________________Adult Learning Center For Fiscal Year_______________________________
Directions - Programs must develop a minimum of one goal for each of the following Guiding Principles for Quality Programs: (1) Program Planning,
Administration, and Evaluation; (2) Recruitment, Orientation, and Support Services; (3) Educational Gains and Goal Achievement; (4) Curriculum and
Instruction; (5) Professional Development and Staff Evaluation; (6) Retention; and (7) Technology.
Oklahoma State Department of Education 12 July 2011
Goal
Guiding Principle and/or Benchmark Addressed
Steps We Will Take To Accomplish This Goal
Who Will Do It
By When
How We Will Measure Goal Achievement
Steps we will take to evaluate the effectiveness of the plan, monitor the plan’s progress, and consider needs to adjust the plan:
___________________________________________________ ___________________________________________________
Signature of Program Director Date Signature of State Regional Coordinator Date Program Professional Development Plan For Adult Education
___________________________Adult Learning Center For Fiscal Year_______________________________
Directions: The Professional Development Plan should be supportive of the local program’s Program Action Plan for Quality Adult Education.
Oklahoma State Department of Education 13 July 2011
Goal
Guiding Principle and/or Benchmark Addressed
Steps We Will Take To Accomplish This Goal
Who Will Do It
By When
How We Will Measure Goal Achievement
Steps we will take to evaluate the effectiveness of the plan, monitor the plan’s progress, and consider needs to adjust the plan:
___________________________________________________ ___________________________________________________
Signature of Program Director Date Signature of State Regional Coordinator Date Oklahoma State Department of Education 14 July 2011
Overview of Adult Education and Literacy Services
Examples of services offered by local Adult Learning Centers should include but not be limited to the following:
• Literacy and Basic Skills: Classes are provided for adults who need basic skills instruction in reading, writing, mathematics, life skills, and work-readiness.
• Workplace Education: Through partnerships with business and industry, customized, job-specific instructional programs are developed and taught to entry-level workers at the work site.
• Work Readiness: An interactive curriculum that provides opportunities for adult learners to explore the basic skill concepts, build the knowledge, and apply the skills needed to succeed in work.
• Distance Learning: A formal learning activity where adult learners and instructors are separated by geography, time, or both, for the majority of the instructional period. Distance learning materials are delivered through a variety of media including, but not limited to, print, videotapes, DVDs, audio recordings, broadcasts, computer software, and Web-based programs, and other online technology. Teachers support distance learners through communication via mail, telephone, e-mail, online technologies and software, or face-to-face instruction.
• Family Literacy: A program for parents and their children offering adult education classes, parenting education, early childhood development education for the children, and parent and child together-time, empowering families to break the cycles of under-education and poverty.
• English as a Second Language (ESL): Classes offering limited English-speaking adults an opportunity to learn basic skills necessary to communicate in English. These skills include speaking, listening, reading, and writing in English, as well as Civics and citizenship skills.
• Corrections Education: Adult Education and Literacy services are offered at correctional facilities, community correctional centers, and community work centers.
• General Educational Development (GED) Preparation and Testing: Instruction is provided to prepare learners who are at the Adult Secondary level to take and pass the GED Tests. The SDE oversees all state GED Testing Centers, many of which are located at Adult Learning Centers.
• Temporary Assistance to Needy Families (TANF): Through a contract with the Oklahoma Department of Human Services, local Adult Learning Centers may provide literacy, basic skills, work-readiness instruction, and assessment for TANF clients in their service area.
Examples of specialized support offered to local Adult Learning Centers by the SDE include but are not limited to the following:
• Professional Development: Professional development opportunities for Adult Education directors and teachers is offered in areas such as work-based education, family literacy, assessment, using data for program planning and improvement, learning disabilities and accommodations, learning styles, health literacy, teaching English to speakers of other languages, standards-based instruction in reading, math, and writing, and data entry and reporting.
• Supporting Adults with Learning Disabilities (LD): Adult Education Teachers have access to specialized training in recognizing and screening for learning disabilities in adult students. Teachers are trained in using effective teaching strategies and appropriate accommodations with LD students. In addition, adults with a documented disability may receive guidance in applying for appropriate accommodations on the GED Tests.
• Equipped for the Future (EFF): EFF provides adult educators and learners with a framework and standards to use in focusing both teaching and learning on meeting the real-world needs of adults in the 21st century. EFF is a starting point for building a statewide system for lifelong learning. Curriculum Frameworks for Reading, Math, Writing, Speaking and Listening are tools developed by the state to support teachers as they address explicit skills at various learning levels. EFF is a systems approach that considers learner, teacher, director, local program, and state issues. Oklahoma Adult Education and Literacy Indicators of Performance
Oklahoma State Department of Education 15 July 2011
Federal Core Indicator #1: Demonstrated improvements in literacy skill levels in reading and writing the English language, numeracy, problem solving, English language acquisition, and other literacy skills.
Performance Measure
Educational Functioning Level (EFL)
National Average FY2008
State Target %* FY2008
State Actual % FY2008
National Average FY2009
State Target %* FY2009
State Actual % FY2009
National Average FY2010
State Target %* FY2010
State Actual % FY2010
State Target %* FY2011
State Actual % FY2011
State Target %
FY2012
State Actual %
FY2012
ABE Beginning Literacy
42
48
+ 49
38
48
--33
36
50
--30
38
34
ABE Beginning
41
45
-- 44
43
45
--32
43
45
--29
37
33
ABE Low Intermediate
40
45
+ 45
43
45
--31
43
46
--29
36
33
ABE High Intermediate
36
41
-- 34
38
41
--23
37
36
--21
28
25
Adult Secondary Low
38
41
-- 28
38
38
--21
40
32
--22
26
24
ESL Beginning Literacy
39
36
-- 23
43
36
--25
44
30
--24
30
27
ESL Low Beginning
50
37
+ 45
41
45
--30
48
47
--37
35
38
ESL High Beginning
48
37
+ 42
48
42
--34
51
44
--37
39
38
ESL Low Intermediate
44
46
-- 40
44
46
--33
47
44
--31
38
35
ESL High Intermediate
40
40
-- 31
40
40
--31
42
36
--30
36
33
ESL Advanced
30
32
-- 21
24
32
--23
25
25
--14
25
20
Federal Core Indicator #2: Placement in, retention in, or completion of postsecondary education, training, unsubsidized employment, or career advancement.
Performance Measure
National Average
FY2008
State Target %* FY2008
State Actual % FY2008
National Average FY2009
State Target %* FY2009
State Actual % FY2009
National Average FY2010
State Target %* FY2010
State Actual % FY2010
State Target %* FY2011
State Actual % FY20011
State Target %
FY2012
State Actual %
FY2012
Entered Employment
68
65
+ 74
55
77
+79
48
77
--67
79
73
Retained Employment
54
75
-- 62
65
81
--74
59
77
--75
75
77
Entered Postsecondary Education or Training
62
18
-- 10
58
18
--15
59
20
--12
20
20
Federal Core Indicator #3: Receipt of a secondary school diploma or its recognized equivalent.
Obtain GED
57
53
+ 60
64
62
--57
52
63
--53
60
63
State Indicator of Performance: Sixty percent (60%) or more of all fundable adult learners will be pre- and postassessed during the fiscal year.
Percent pre- and postassessed
N/A
60
-- 55
N/A
60
--39
N/A
60
--37
60
60
*State negotiates these target percentages with the Office of Vocational and Adult Education (OVAE) each fiscal year. +Target Met --Target Not Met 16
NRS Implementation Guidelines July 2011
Functioning Level Table
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
Literacy Level
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Beginning ABE Literacy
Test Benchmark:
TABE (9–10) scale scores (grade level 0–1.9):
Reading: 367 and below
Total Math: 313 and below
Language: 389 and below
Individual has no or minimal reading and writing skills. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. At the upper range of this level, individual can recognize, read, and write letters and numbers but has a limited understanding of connected prose and may need frequent re-reading. Can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases, including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear, inconsistently uses simple punctuation (e.g., periods, commas, question marks), and contains frequent errors in spelling.
Individual has little or no recognition of numbers or simple counting skills or may have only minimal skills, such as the ability to add or subtract single digit numbers.
Individual has little or no ability to read basic signs or maps and can provide limited personal information on simple forms. The individual can handle routine entry level jobs that require little or no basic written communication or computational skills and no knowledge of computers or other technology.
Beginning Basic Education
Test Benchmark:
TABE (9–10) scale scores (grade level 2–3.9):
Reading: 368–460
Total Math: 314–441
Language: 390–490
Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety, but individual shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).
Individual can count, add, and subtract three digit numbers, can perform multiplication through 12, can identify simple fractions, and perform other simple arithmetic operations.
Individual is able to read simple directions, signs, and maps, fill out simple forms requiring basic personal information, write phone messages, and make simple changes. There is minimal knowledge of and experience with using computers and related technology. The individual can handle basic entry level jobs that require minimal literacy skills; can recognize very short, explicit, pictorial texts (e.g., understands logos related to worker safety before using a piece of machinery); and can read want ads and complete simple job applications.
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. TABE = Test of Adult Basic Education. 17
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
Literacy Level
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Low Intermediate Basic Education
Test Benchmark:
TABE (9–10) scale scores (grade level 4–5.9):
Reading: 461–517
Total Math: 442–505
Language: 491–523
Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with a main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.
Individual can perform with high accuracy all four basic math operations using whole numbers up to three digits and can identify and use all basic mathematical symbols.
Individual is able to handle basic reading, writing, and computational tasks related to life roles, such as completing medical forms, order forms, or job applications; and can read simple charts, graphs, labels, and payroll stubs and simple authentic material if familiar with the topic. The individual can use simple computer programs and perform a sequence of routine tasks given direction using technology (e.g., fax machine, computer operation). The individual can qualify for entry level jobs that require following basic written instructions and diagrams with assistance, such as oral clarification; can write a short report or message to fellow workers; and can read simple dials and scales and take routine measurements.
High Intermediate Basic Education
Test Benchmark:
TABE (9–10) scale scores (grade level 6–8.9):
Reading: 518–566
Total Math: 506–565
Language: 524–559
WorkKeys scale scores:
Reading for Information: 75–78
Writing: 75–77
Applied Mathematics: 75–77
Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics and has consistent use of basic punctuation but makes grammatical errors with complex structures.
Individual can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; and can perform basic operations on fractions.
Individual is able to handle basic life skills tasks such as graphs, charts, and labels and can follow multistep diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payroll stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology.
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. TABE = Test of Adult Basic Education. 18
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT SECONDARY EDUCATION LEVELS
Literacy Level
Basic Reading and Writing
Numeracy Skills
Functional and Workplace Skills
Low Adult Secondary Education
Test Benchmark:
TABE ( 9–10): scale scores (grade level 9–10.9):
Reading: 567–595
Total Math: 566–594
Language: 560–585
WorkKeys scale scores:
Reading for Information: 79–81
Writing: 78–85
Applied Mathematics: 78–81
Individual can comprehend expository writing and identify spelling, punctuation, and grammatical errors; can comprehend a variety of materials such as periodicals and nontechnical journals on common topics; can comprehend library reference materials and compose multi-paragraph essays; can listen to oral instructions and write an accurate synthesis of them; and can identify the main idea in reading selections and use a variety of context issues to determine meaning. Writing is organized and cohesive with few mechanical errors; can write using a complex sentence structure; and can write personal notes and letters that accurately reflect thoughts.
Individual can perform all basic math functions with whole numbers, decimals, and fractions; can interpret and solve simple algebraic equations, tables, and graphs and can develop own tables and graphs; and can use math in business transactions.
Individual is able or can learn to follow simple multistep directions and read common legal forms and manuals; can integrate information from texts, charts, and graphs; can create and use tables and graphs; can complete forms and applications and complete resumes; can perform jobs that require interpreting information from various sources and writing or explaining tasks to other workers; is proficient using computers and can use most common computer applications; can understand the impact of using different technologies; and can interpret the appropriate use of new software and technology.
High Adult Secondary Education
Test Benchmark:
TABE (9–10): scale scores (grade level 11–12):
Reading: 596 and above
Total Math: 595 and above
Language: 586 and above
WorkKeys scale scores:
Reading for Information: 82–90
Writing: 86–90
Applied Mathematics: 82–90
Individual can comprehend, explain, and analyze information from a variety of literacy works, including primary source materials and professional journals, and can use context cues and higher order processes to interpret meaning of written material. Writing is cohesive with clearly expressed ideas supported by relevant detail, and individual can use varied and complex sentence structures with few mechanical errors.
Individual can make mathematical estimates of time and space and can apply principles of geometry to measure angles, lines, and surfaces and can also apply trigonometric functions.
Individual is able to read technical information and complex manuals; can comprehend some college level books and apprenticeship manuals; can function in most job situations involving higher order thinking; can read text and explain a procedure about a complex and unfamiliar work procedure, such as operating a complex piece of machinery; can evaluate new work situations and processes; and can work productively and collaboratively in groups and serve as facilitator and reporter of group work. The individual is able to use common software and learn new software applications; can define the purpose of new technology and software and select appropriate technology; can adapt use of software or technology to new situations; and can instruct others, in written or oral form, on software and technology use.
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. TABE = Test of Adult Basic Education. 19
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
Beginning ESL Literacy
Test Benchmark:BEST Plus: 400 and below
(SPL 0-1)
BEST Literacy: 0–20
(SPL 0–1)
TABE CLAS-E:
Total Reading & Writing: 225-394
Total Listening & Speaking: 230-407
Individual cannot speak or understand English, or understands only isolated words or phrases.
Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.
Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.
Low Beginning ESL
Test Benchmark:
BEST Plus: 401–417 (SPL 2)
BEST Literacy: 21 – 52 (SPL 2)
TABE CLAS-E:
Total Reading & Writing: 395-441
Total Listening & Speaking: 408-449
BEST = Basic English Skills Test
SPL = Student Performance Level
Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar.
Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information.
Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers. 20
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
High Beginning ESL
Test Benchmark:
BEST Plus: 418–438 (SPL 3)
BEST Literacy: 53 – 63 (SPL 3)
TABE CLAS-E:
Total Reading & Writing: 442-482
Total Listening & Speaking: 450-485
Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar.
Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading.
Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors.
Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers.
Low Intermediate ESL
Test Benchmark:
BEST Plus: 439-472 (SPL 4)
BEST Literacy: 64-67 (SPL 4)
TABE CLAS-E:
Total Reading & Writing: 483-514
Total Listening & Speaking: 486-525
BEST = Basic English Skills Test
SPL = Student Performance Level
Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; and has some control of basic grammar.
Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety but shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).
Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on some documents that are not simplified; and can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer). 21
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
High Intermediate ESL
Test Benchmark:
BEST Plus: 473–506 (SPL 5)
BEST Literacy: 68 – 75 (SPL 5-6)
TABE CLAS-E:
Total Reading & Writing: 515-556
Total Listening & Speaking: 526-558
BEST = Basic English Skills Test
SPL = Student Performance Level
Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; and relies on description and concrete terms. There is inconsistent control of more complex grammar.
Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.
Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology. 22
NRS Implementation Guidelines July 2011
Functioning Level Table (Continued)
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level
Listening and Speaking
Basic Reading and Writing
Functional and Workplace Skills
Advanced ESL
Test Benchmark:
BEST Plus: 507–540 (SPL 6)
BEST Literacy: 76 – 78 (SPL 6)
Exit Criteria: BEST Plus: 541 and above
TABE CLAS-E:
Total Reading & Writing: 557-600
Total Listening & Speaking: 559-600
BEST – Basic English Skills Test
SPL = Student Performance Level
Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others’ meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech.
Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions, and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary.
Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.
Oklahoma State Department of Education 23 March 2011
Janet Barresi
State Superintendent of Public Instruction
Oklahoma State Department of Education
Lifelong Learning Section
OKLAHOMA ADULT EDUCATION AND LITERACY
ASSESSMENT POLICY
I. INTRODUCTION AND CONTEXT
A. Need for the State Assessment Policy
Standardized assessment is required by the Workforce Investment Act for accountability in documenting student educational gains that are aligned with the National Reporting System (NRS) educational functioning levels (EFL). The State Assessment Policy provides guidelines and responsibilities pertaining to standardized assessment practices for Oklahoma Adult Education Programs and is based on guidance from the U. S. Department of Education, Office of Vocational and Adult Education (OVAE), and specific to NRS and state requirements.
Oklahoma’s approved assessments are standardized, valid, reliable, and approved for use by OVAE. Standardized is defined as having directions, time limits, materials, and scoring procedures that are designed to remain constant each time the test is given. Valid is defined as the degree to which the assessment actually measures what it is intended to measure. Reliable is defined as the consistency with which an assessment produces results. Pre-assessment is defined as the initial assessment administered to a student when they first enroll in the program for the current fiscal year. Post-assessment is defined as an assessment administered to a student to measure learning gains since the pre-assessment or their last assessment in the current fiscal year.
The NRS (http://www.nrsweb.org/
) educational functioning level of a student is determined by NRS approved standardized assessment scale scores. All students are placed into an appropriate EFL as determined by the student’s scale score of the standardized assessments chosen by the state. State performance targets for the NRS educational functioning levels are negotiated between the state and OVAE each fiscal year. Local programs are responsible for meeting these state EFL targets. The state’s aggregated pre- and post-assessment data collected from local programs determines whether or not the state meets its performance targets for a fiscal year.
The State Assessment Policy standardizes the process of determining student progress and completion of levels and allows for comparability across programs within the state. Programs must follow the assessment policy guidelines in order to provide fair and equitable access to services for adult learners, collect consistent data regarding learner placement and advancement, and maintain accurate data for program planning, improvement, and accountability. High quality data is required for accurate reporting and impacts continued program funding and growth. Every funded program is responsible and held accountable for the integrity of the data entered into the state’s management information system – Literacy, Adult, Community Education System (LACES). Uniform implementation of assessment is 24
Oklahoma State Department of Education March 2011
critical; therefore, all programs will adhere to the state’s assessment requirements and guidelines.
B. Purpose and Uses of Assessment
In addition to using required standardized assessments for NRS reporting and accountability, programs use assessments for instructional purposes. Accountability and reporting purposes of assessment include but are not limited to:
• Uniform measurement of learner gains that are aligned with the NRS educational functioning levels.
• Consistent comparison of the success of programs in meeting state performance targets.
• Consistent comparison of program data for performance-based funding.
Instructional purposes of assessment include but are not limited to:
• Determining the instructional needs of individual learners.
• Determining the effectiveness of instruction through learner gains.
• Providing information regarding local program and/or statewide professional development needs.
The state strongly encourages programs and adult education teachers to integrate alternate and/or informal assessment tools and strategies into instruction in order to:
• Encourage adult learners to self-assess their own learning.
• Provide ongoing guidance to the teacher and learner regarding instructional needs and the use of knowledge and skills in a variety of contexts.
• Avoid overuse of standardized assessments which can cause a “practice effect” to take place and result in invalid assessment data.
Alternate or informal assessments are a useful supplement for directing instruction but do not substitute for the standardized assessments required for NRS reporting and educational gain measurement.
C. Summary and Overview
Local Adult Education Programs will assess all enrolled students using the appropriate state-approved standardized assessment. Assessment data is required to report student educational gains for NRS reporting and for determining whether or not local programs meet the state’s negotiated performance targets for all NRS educational functioning levels. Assessment data also provides critical information needed to inform and support effective instruction.
Oklahoma’s Approved Assessments are:
• Test of Adult Basic Education (TABE) – Adult Basic Education (ABE) Reading, Language, Mathematics Skills
• TABE Complete Language Assessment System – English (CLAS-E) – English Language Learners (ELL) Reading, Listening, Writing, and Speaking Skills 25
Oklahoma State Department of Education March 2011
• Basic English Skills Test (BEST) Literacy 2008 – ELL Reading and Writing Skills
• BEST Plus – ELL Speaking and Listening Skills
• WorkKeys – Appropriate for NRS ABE Levels 4, 5, & 6 (High Intermediate, Low Adult Secondary, and High Adult Secondary) only.
To ensure valid results, individuals administering these assessments will follow all assessment administration and scoring guidelines established by the publishers.
1.
• Adult Education and Family Literacy Act (AEFLA)-Funded PY begins July 1 and ends June 30. Note: OVAE will refer to 2009-2010 as PY09 and FY10.
Program Years (PY) and/or Fiscal Years (FY)
• Temporary Assistance to Needy Families (TANF)-Funded PY year begins July 1 and ends June 30.
2. Pre-Assessment – Oklahoma requires that students be assessed before the student is enrolled in a class and entered into LACES for the current program year. The pre-assessment will be administered within the first 12 hours of orientation and/or instruction. Programs may push one
assessment forward from the preceding FY to be used as the new FY pre-assessment for a returning student if the pushed-forward assessment was administered 90 days or less prior to the student’s current FY enrollment date.
The state’s LACES system will automatically assign the student an NRS Entry Level in the subject area with the lowest EFL scale score. The assigned subject area will be tracked for learning gains when the student is post-assessed. If the assigned subject area is manually changed for any reason, then the program must provide written documentation in the student’s file as to why the subject area tracking change was made.
3. Post-Assessment
• TABE – Entry Levels 1-4: Minimum 40 hours of instruction (50-60 suggested) – After being pre-assessed and receiving instructional hours, each student must be post-assessed using the following NRS-approved publisher guidelines:
• TABE – Entry Levels 5-6: Minimum 30 hours of instruction (30-59 suggested)
• TABE – CLAS-E: Minimum 50 hours of instruction (60-95 suggested)
• BEST Plus: Minimum 60 hours of instruction (80-100 suggested)
• BEST Literacy: Minimum 60 hours of instruction (80-100 suggested)
• WorkKeys: “We (ACT/WorkKeys) typically recommend that the student be involved in regular instruction that is offered by the institution. This would amount to a semester or quarter course.” OVAE’s NRS State Assessment Policy Guidance, Revised January 6, 2011, pg 6.
Once a student achieves a learning gain for the current fiscal year, programs can but are not required to enter additional post-assessments in LACES. Learning gains in one subject area per student per fiscal year is all that is allowed for NRS reporting purposes. 26
Oklahoma State Department of Education March 2011
Additional post-assessments are encouraged as needed for instructional planning and guidance.
The state has set a minimum goal of 60% for the number of adult learners receiving both a pre- and post-assessment during the fiscal year.
4. Test Administrator Training
5. – Oklahoma requires that test administrators be properly trained as recommended by the test publisher before administering standardized assessments. Training documentation will be kept on file for review by state staff.
Program Director Responsibilities
• Proper assessment procedures are followed. – Adult Learning Center (ALC) Directors will be held responsible for the following:
• Persons administering the assessments have been properly trained and are able to meet the student demand for pre- and post-assessment.
• Accurate scale scores are reported in a timely manner to ensure local data entry is kept current on a monthly basis.
• Assessment materials are current, stored in a locked location, and inventoried a minimum of quarterly.
D. Resources for Information and Assistance
To get more information about pre- and post-assessment, data collection, NRS requirements, LACES data entry, technical assistance or any other assessment policy clarification, please contact your state regional coordinator or the assistant director of Lifelong Learning at:
Oklahoma Department of Education, Lifelong Learning Section
2500 North Lincoln Boulevard – Room 115
Oklahoma City, Oklahoma 73105-4599
Phone: 405-521-3321
Fax: 405-522-5394
II. GENERAL ASSESSMENT REQUIREMENTS
A. Adult Basic Education (ABE) Learners
1. Learners to be Assessed
Adult Education programs will assess all adult learners, including distance learning students. No adult learners will be exempt from assessment.
2.
Approved assessments include the following: TABE Forms 9 and 10 Complete Battery, TABE 9 and 10 Survey, TABE-PC, TABE Online and WorkKeys. These assessments are approved by OVAE for use in NRS reporting.
Assessments Permitted
3.
A. TABE
Pre- and Post-assessment Guidelines
• The TABE is appropriate for assessing all ABE levels. 27
Oklahoma State Department of Education March 2011
• The TABE Locator will always be administered first and used to determine the appropriate TABE Level (E, M, D, or A) to administer in each subject area. Adult learners unable to complete the TABE Locator Test will be administered the TABE Literacy Level (L) Test. Level L is not approved to measure learning gain.
• Different Forms of the same Level of the TABE will be used for the pre- and post-assessments. Example: If a student is preassessed using TABE Form 9, Level M, they would then be post-assessed using TABE Form 10, Level M.
• A pre-assessment will be completed within the first 12 hours of orientation and/or instruction. A post-assessment will be completed as follows:
 No post-assessment should be done with less than 30 hours instruction.
 ABE students with NRS Entry Levels of 1-4 may be post-assessed with a minimum of 40 hours. (50-60 hours recommended by publisher)
 ABE students with NRS Entry Levels of 5-6 may be post-assessed with a minimum of 30 hours. (30-59 hours recommended by publisher)
• Based on the test publisher CTB McGraw Hill’s recommendations, and to avoid a possible “practice effect,” the same TABE Form (9 or 10) should not be administered to a learner more often than every six months or 120 instructional hours.
• If a learner is absent from the program for 90 days or more, they should be marked as “left” in LACES. If the student returns after 90 days, a new assessment should be administered from which to capture educational gain for that fiscal year.
• A student’s lowest TABE scale score will be used for placement in an EFL and to document learning gains in accordance with NRS guidelines. If this is not the case, written documentation should be placed in the student file explaining why the lowest scale score subject area is not being tracked for learning gain. Subject area scores to be used for measuring learner gain include reading, total math, or language. (See TABE scoring chart below.)
TABE 9 and 10 Scale Score Ranges for NRS Educational Functioning Levels
EFL
Reading
Total Math
Language
ABE Beginning Literacy
367 and below
313 and below
389 and below
ABE Beginning
368 – 460
314 – 441
390 – 490
ABE Low Intermediate
461 – 517
442 – 505
491 – 523
ABE High Intermediate
518 – 566
506 – 565
524 – 559
ABE Low Adult Secondary
567 – 595
566 – 594
560 – 585
ABE High Adult Secondary
596 and above
595 and above
586 and above
• TABE pre-assessment scores will be recorded on the learner’s enrollment form, entered into the SDE-approved Management Information System, Literacy Adult Community Education System (LACES), and used to document progress toward meeting program and state goals for the percentage of adults completing each of the NRS educational functioning levels.
• TABE post-assessment scores will be recorded on the monthly attendance forms, entered into LACES, and used to document learner progress according to NRS guidelines. 28
Oklahoma State Department of Education March 2011
• Assessment scores will be entered into LACES during the month they are administered. All LACES data is to be kept current on a monthly basis.
• A student’s lowest TABE scale score may be rolled over from one fiscal year into the next fiscal year one time only, and only
• The state standard for the number of students receiving both a pre- and post-assessment is 60%. Programs will use local LACES attendance data to track student instructional hours and ensure that post-assessment is completed according to assessment guidelines of 60 to 100 hours of instruction. if there is a 90-day or less window of time between the student’s last assessment date and the new fiscal year class enrollment date. The assessment that is rolled over will serve as the student’s pre-assessment for the new fiscal year. Assessment scores should not be rolled over until the SDE has finalized the end-of-the-year NRS reports for the fiscal year. Programs will be notified when the roll-over process can take place each new fiscal year.
• The state assessment standard is part of the state performance-based funding formula.
• Programs should be aware of and implement research-based practices and strategies that encourage student persistence. Persistence is defined as a student attending the program long enough to capture learning gains and achieve goals.
B. WorkKeys
• WorkKeys may be used when the student’s goals are to get a job, a better job, or improve specific workforce skills.
• WorkKeys is appropriate for assessing level gains for students entering at NRS levels High Intermediate ABE, Low Adult Secondary, and High Adult Secondary
• If a student’s WorkKeys entry level falls below Level 4-6, the student should be assessed using the TABE and the WorkKeys assessment not entered into LACES. .
• Post-assessment hours are stated by the publisher as follows: “We (ACT/WorkKeys) typically recommend that the student be involved in regular instruction that is offered by the institution. This would amount to a semester or quarter course.” OVAE’s NRS State Assessment Policy Guidance, Revised January 6, 2011, pg 6
WorkKeys Scale Score Ranges for NRS Educational Functioning Levels
EFL
Reading for Information
Writing
Applied Mathematics
ABE High Intermediate
75-78
75-77
75-77
ABE Low Adult Secondary
79-81
78-85
78-81
ABE High Adult Secondary
82-90
86-90
82-90
4.
• The program director will ensure that all program staff involved in gathering, analyzing, compiling, and reporting data for the NRS will attend, at minimum, an annual in-service meeting addressing the following topics: (1) NRS policy,
Overall Assessment Practices 29
Oklahoma State Department of Education March 2011
guidelines, updates, and definitions of measures; (2) state accountability policies, local program data collection processes; and (3) implementation of assessment for valid reporting purposes. While the above information can serve as a refresher for returning staff each year, it should also be included as part of the required in-service for new staff throughout the year.
• Program directors will attend state directors’ meetings to stay abreast of state and NRS reporting updates. Programs are encouraged to take advantage of NRS online training as part of their annual Professional Development Action Plan.
• Training in administering the TABE is required prior to administration of the test. Persons can receive this training by either: (1) attending a State Department of Education (SDE) sponsored TABE training; or (2) attending a local training conducted by the program director and/or a trained TABE test administrator. Training materials supportive of TABE administration are available from the test publisher. Program directors should integrate TABE training materials into their local professional development plan for both new test administrators and an annual TABE refresher training for experienced test administrators.
• Local programs will maintain a list of trained TABE administrators and have on file certificates of training for each test administrator.
• The program director will ensure that an adequate number of staff is trained so that data collection, analysis, and reporting are valid, and completed in a timely manner.
• Assessments must not interrupt instruction.
• The publisher’s guidelines for assessment always take precedence if there is a question regarding testing format.
• Programs are expected to monitor assessment for compliance with standard assessment processes.
• Test security is imperative; therefore, all testing materials will be inventoried no less than quarterly. Programs should maintain a written test inventory log. Test materials will be stored in locked files accessible only to program directors and/or test administrators.
• The following procedures have been programmed in LACES to ensure correct assessment procedures are followed: (1) TABE forms (9 & 10) cannot be entered consecutively in a student’s LACES file; (2) A post-assessment level cannot be lower than a pre-assessment level; (3) Post-assessment scores cannot be entered when a student has less hours of individual instruction since their last assessment than is required based on their entry level.
• State staff will conduct quarterly desktop reviews of local program data to ensure the assessment policy is being followed and that valid data is being reported. If the state determines a program’s data to be invalid due to a lack of policy implementation or data entry procedures, they will be notified and asked to provide a plan of corrective action. State staff will follow up on the plan to ensure corrections have been made. Programs may not be eligible for performance-based funding if their data is deemed invalid.
30
Oklahoma State Department of Education March 2011
5.
• Adult learners who self-disclose a disability documented by a qualified professional and are eligible for accommodations under provisions of Section 504 of the Americans with Disabilities Act (ADA) may be granted appropriate testing accommodations. Programs should refer to the TABE Users Handbook for guidelines in modifying testing procedures. Large print, Braille, and Audio versions of the TABE are available from the publisher.
Accommodations and/or Adaptations in Assessment
• Adaptations allowed for learners without a documented disability might include: colored transparent overlays, clear transparent overlays and highlighters, temporary adhesives with spatial directions, earplugs, large print tests (if available), magnifying devices, priority seating, hats, caps, or visors to minimize fluorescent lighting, or an unmarked straightedge. If in question, a program should contact the SDE for technical assistance in determining the appropriateness of an adaptation.
6.
The NRS does not require negotiation of a learner-gain percentage goal for students entering at the High Adult Secondary Education (High ASE) level. It is expected that students functioning at this level who do not have a high school diploma will set the goal of obtaining a GED Diploma. A student’s achievement of the set goal of obtaining a GED Diploma is validated through the SDE data match process. However, programs may choose to use GED passing scores to document learner gains for students entering at the High ASE level. In LACES, GED passing scores work differently than a TABE post-assessment score when measuring learner gains.
Guidelines for using GED passing scores as a post-assessment
Read the following guidelines carefully. There are no exceptions
• The learner must have a current fiscal year TABE pre-assessment score placing them at an Entry Level of High ASE. All !
entry levels below High ASE are not eligible
• The learner must have passed all five GED Tests. to use GED passing scores as a post-assessment to measure learning gain.
• The program must have a copy of the learner’s passing GED scores on file to validate LACES data entry.
• Remember: To earn the Oklahoma High School Diploma, the learner must take all five subject area tests and receive a total score minimum of 2250 with no subject area score below 410.
Example: Student #1 (Eligible to use GED passing scores as a post-assessment to measure learning gain)
• The student is administered the TABE as a pre-assessment and scores 596 in Reading, 600 in Math, and 587 in Language. At minimum, the lowest scale score is entered into LACES in the learner’s assessment file.
• The TABE lowest scale score of 587 in Language places the student at an Entry Level of High ASE
• While attending the program this fiscal year the student passes the GED Tests and receives the GED Oklahoma High School Diploma. . Language is the subject area from which learning gain will be measured. 31
Oklahoma State Department of Education March 2011
• Upon receipt of written documentation of the student’s GED passing scores, all the subject scores are entered in LACES in the learner’s assessment file.
• LACES data now indicates the learner’s Educational Level as Completed High ASE
• Documentation of the GED scores is placed in the learner’s file. .
Example: Student #2 (Not Eligible)
• The student is administered the TABE as a pre-assessment and scores 596 in Reading, 600 in Math, and 575 in Language. At minimum, the lowest scale score is entered into LACES in the learner’s assessment file.
• The TABE lowest scale score of 575 in Language places the student at an Entry Level of Low Adult Secondary Education
• While attending the program this fiscal year the student passes the GED Tests and receives the GED Oklahoma High School Diploma. (Low ASE). Language is the subject area from which learning gain will be measured.
• The student is not eligible to use the passing GED scores as a post-assessment to document learning gain because their Entry Level, based on their TABE Language score, placed them below High ASE
• The student must be progress-assessed with the TABE in order to document an educational functioning level gain. .
B. English as a Second Language (ESL) Learners
Learners to be assessed
Local Adult Education programs will assess all adult learners, including distance learning students. No adult learners will be exempt from assessment.
Approved assessments for English language learners include the BEST Plus, BEST Literacy 2008, and TABE Complete Language Assessment System – English (CLAS-E). These assessments are approved by OVAE for use in NRS reporting.
Assessments permitted
Pre- and post-assessment guidelines
A. BEST Plus and BEST Literacy 2008 :
In-depth student assessment data leads to more effective planning of instruction. For NRS reporting purposes the following ESL guidelines will be followed.
• The BEST Plus is used to assess non-native speakers’ oral language skills in English.
• The BEST Literacy 2008 is used to assess non-native speakers’ reading and writing skills in English.
• A pre-assessment will be completed within the first 12 hours of orientation and/or instruction. A post-assessment will be completed after a minimum of 60 individual instructional hours. The publisher recommends 80-100 hours.
• If a learner is absent from the program for 90 days or more, they should be marked as “left” in LACES. If the student returns after 90 days, a new assessment should be administered from which to capture educational gain for that fiscal year.
• An entry level BEST Plus score of 540 and below can be entered into LACES and used to measure learner gain. 32
Oklahoma State Department of Education March 2011
• An entry level BEST Plus score of 541 or higher (an entry level of Completed Advanced ESL) should not be entered into LACES to measure learning gain. The learner may be reassessed using the BEST Literacy 2008 or TABE CLAS-E. If the learner’s BEST Literacy 2008 score places them at an EFL of High Intermediate ESL or lower
• An EFL gain from Advanced ESL to Completed Advanced ESL cannot be measured using the BEST Literacy 2008. Therefore, ESL students with an entry level of Advanced ESL , then this score may be entered into LACES and used to measure learner gain.
based on a BEST Literacy 2008 score
• When using the BEST Literacy 2008, different forms will be used for pre- and post-assessment. Three forms (B, C, D) of the BEST Literacy 2008 are available from the test publisher. should be reassessed with another state-approved assessment such as the TABE CLAS-E or the regular TABE.
• As of July 1, 2008, the BEST Literacy Score ranges for NRS educational functioning levels changed. BEST Literacy Test scores prior to July 1, 2008, are no longer valid for capturing learner gains. (See the scoring chart below.)
BEST Plus and BEST Literacy Scale Score Ranges for NRS Educational Functioning Levels
*According to the Center for Applied Linguistics (CAL), publisher of the BEST Literacy Test, if an examinee pretests with a BEST Literacy scale score of 76-78, they should be retested with another instrument in order to be able to show gain. In Oklahoma these ESL learners are candidates for TABE assessment as a next step.
• BEST Plus or BEST Literacy 2008 pre-assessment scores will be recorded on the learner’s enrollment form, entered into the SDE-approved Management Information System, LACES, and used to document progress toward meeting program and state goals for percentage of adults completing each of the NRS educational functioning levels.
• BEST Plus or BEST Literacy 2008 post-assessment scores will be recorded on the monthly attendance forms, entered into LACES, and used to document learner progress according to NRS guidelines.
• An assessment score may be rolled over from one fiscal year into the next fiscal year one time only, and only if there is a 90-day or less window of time between the last assessment date and the new fiscal year class enrollment date.
• BEST Literacy 2008 scores may not be rolled over from one fiscal year into the next fiscal year until the beginning of fiscal year 2009-2010 due to score range changes implemented in fiscal year 2008-2009.
• The state standard for the number of students receiving both a pre- and post-assessment is 60%. Programs will use local LACES data to track instructional
EFL
BEST Plus
BEST Literacy 2008
Effective July 1, 2008
ESL Beginning Literacy
400 and below
0 – 20
ESL Low Beginning
401 – 417
21 – 52
ESL High Beginning
418 – 438
53 – 63
ESL Low Intermediate
439 – 472
64 – 67
ESL High Intermediate
473 – 506
68 – 75
ESL Advanced
507 – 540
76 – 78* 33
Oklahoma State Department of Education March 2011
hours of students to ensure a post-assessment is being completed in a timely manner.
• The state assessment standard is part of the state performance-based funding formula.
• Programs should be aware of and implement research-based practices and strategies that encourage student persistence. Persistence is defined as a student attending the program long enough to capture learning gains and achieve goals.
B. TABE Complete Language Assessment System – English (CLAS-E)
• The TABE CLAS-E is used to assess non-native speakers’ reading, writing, listening and/or speaking skills in English. All or one of the skill areas may be assessed.
• The TABE CLAS-E Locator will be administered in an appropriate manner according to publisher guidelines. The appropriate TABE CLAS-E Level (1, 2, 3, or 4) will be administered in each subject area as determined by the Locator.
• Different Forms (A or B) of the same Level of the TABE CLAS-E will be used for the pre- and post-assessments.
• A pre-assessment will be completed within the first 12 hours of orientation and/or instruction. A post-assessment will be completed after a minimum of 50 individual instructional hours. The publisher recommends 60-95 hours.
• If a learner is absent from the program for 90 days or more, they should be marked as “left” in LACES. If the student returns after 90 days, a new assessment should be administered from which to capture educational gain for that fiscal year.
• A student’s lowest TABE CLAS-E scale score will be used for placement in an EFL and to document learning gains in accordance with NRS guidelines. If this is not the case, written documentation is required as to why. Subject area scores to be used for measuring learner gain include reading, writing, listening, speaking, total reading/writing, or total listening/speaking. (See TABE CLAS-E scoring chart below.)
TABE CLAS-E Scale Score Ranges for NRS Educational Functioning Levels
EFL
Reading
Writing
Total Reading & Writing
Listening
Speaking
Total Listening & Speaking
SPL
ESL Beginning Literacy
250-392
200-396
225-394
230-389
231-425
230-407
0-1
ESL Low Beginning
393-436
397-445
395-441
390-437
426-460
408-449
2
ESL High Beginning
437-476
446-488
442-482
438-468
461-501
450-485
3
ESL Low Intermediate
477-508
489-520
483-514
469-514
502-536
486-525
4
ESL High Intermediate
509-557
521-555
515-556
515-549
537-567
526-558
5
ESL Advanced
558-588
556-612
557-600
550-607
568-594
559-600
6 34
Oklahoma State Department of Education March 2011
• The program director will ensure that all program staff involved in gathering, analyzing, compiling, and reporting data for the NRS will attend, at minimum, an annual in-service meeting addressing the following topics: (1) NRS policy, guidelines, updates, and definitions of measures; (2) state accountability policies, local program data collection processes; and (3) implementation of assessment for valid reporting purposes. While the above information can serve as a refresher for returning staff each year, it should also be included as part of the required in-service for new staff throughout the year.
Overall Assessment practices
• Program directors will attend state directors’ meetings to stay abreast of state and NRS reporting updates. Programs are encouraged to take advantage of NRS online training as part of their annual Professional Development Action Plan.
• Local programs will maintain a list of trained assessment administrators and have on file certificates of training for each test administrator.
• The program director will ensure that an adequate number of staff is trained so that data collection, analysis, and reporting are valid and completed in a timely manner.
• Assessments must not interrupt instruction.
• Programs are expected to monitor assessment for compliance with standard assessment processes. The test publisher’s guidelines for assessment always take precedence if there is a question regarding testing format.
• Test security is imperative; therefore, all testing materials will be inventoried no less than quarterly. Programs should maintain a written test inventory log. Test materials will be stored in locked files, accessible only to program directors and/or test administrators.
• The following procedures have been programmed in LACES to ensure correct assessment procedures are followed: (1) BEST Literacy 2008 or TABE CLAS-E forms cannot be entered consecutively in a student’s LACES file; (2) Post-assessment scores cannot be entered when a student has less than the approved hours of individual instruction since their last assessment; (3) TABE CLAS-E levels cannot be lower for a post-assessment than was administered for a pre-assessment.
• State staff will conduct quarterly desktop reviews of local program data to ensure the assessment policy is being followed and valid data is being reported. If the state determines a program’s data to be invalid due to a lack of policy implementation or data entry procedures, they will be notified and asked to provide a plan of corrective action. State staff will follow up on the plan to ensure corrections have been made. Programs may not be eligible for performance-based funding if their data is deemed invalid.
• Adult learners who self-disclose a disability documented by a qualified professional and are eligible for accommodations under provisions of Section 504 of the Americans with Disabilities Act (ADA) may be granted appropriate testing accommodations.
Accommodations and/or adaptations in assessment
• Adaptations allowed for learners without a documented disability might include: colored transparent overlays, clear transparent overlays and 35
Oklahoma State Department of Education March 2011
highlighters, temporary adhesives with spatial directions, earplugs, large print tests (if available), magnifying devices, priority seating, hats, caps, or visors to minimize fluorescent lighting, or an unmarked straightedge. If in question, a program should contact the SDE for technical assistance in determining the appropriateness of an adaptation.
III. RESOURCES AND TECHNICAL ASSISTANCE
Technical assistance, requests, and assessment requirement questions may be directed to:
Oklahoma Department of Education
Lifelong Learning Section
2500 North Lincoln Boulevard
Oklahoma City, Oklahoma 73105-4599
Phone: 405-521-3321
Fax: 405-522-5394
For purchase of assessment materials, local programs should contact the test publishers associated with each state-approved assessment listed below:
TABE and TABE CLAS-E
BEST Plus and BEST Literacy Test
WorkKeys
Nina Trigger (Sales Representative)
nina_trigger@ctb.com
361-232-7461
Mike Johnson, Product Manager
michaeld_johnson@ctb.com
630-789-4586
Or visit: www.ctb.com
888-282-5690
Center for Applied Linguistics
4646 40th Street NW
Washington D.C. 20016-1859
Phone: 1-866-845-2378
Web site: http://www.cal.org
E-mail: best-plus@cal.org
E-mail: bestliteracy@cal.org
ACT – WorkKeys
workkeys@act.org
800-967-5539
IV. DISTANCE LEARNERS
All distance learners will be pre- and post-assessed according to the same guidelines as traditional learners.
The Oklahoma Adult Education and Literacy Distance Learning Policy is attached.
The Oklahoma Distance Learning Approved Curriculum is attached.
Oklahoma State Department of Education 36 March 2011
Janet Barresi
State Superintendent of Public Instruction
Oklahoma State Department of Education
Lifelong Learning Section
OKLAHOMA ADULT EDUCATION AND LITERACY
DISTANCE LEARNING POLICY
Overview of Distance Learning in Oklahoma
Distance learning is typically viewed as a way to help students overcome barriers to attending a traditional adult education classroom. These barriers include conflicting work schedules, family responsibilities, and transportation problems. Distance learning has the potential to attract new students deterred by these barriers. In addition, it has the potential to help existing students stay connected to their studies. These issues are not unique to rural Oklahoma; therefore, we must provide distance learning opportunities to all adults in Oklahoma in need of adult education services.
Today’s young adults are “digital natives.” As more “digital natives” and tech-savvy adults seek adult education services, Oklahoma adult education programs must view distance learning as a necessity. Distance education has the potential to offer instruction that better meets the learning styles and learning pace of some students and may provide a richer, more expedient educational experience than instruction delivered within the traditional classroom.
Distance learning will be a voluntary delivery option for adult education programs. Programs must be willing to incur any increased costs associated with distance learning and maintain traditional classroom instruction. Distance learning teachers and the program director are encouraged to participate in Project IDEAL’s Distance Learning 101 course prior to implementing distance learning.
Adult education programs must manage distance learning in accordance with the state’s Distance Learning Policy and Assessment Policy. Programs that wish to offer distance learning must contact the Executive Director or Assistant Director of Lifelong Learning. Support and technical assistance will be available by contacting the state office at (405) 521-3321.
General Distance Learning Requirements
Definition of Distance Education
Distance education is a formal learning activity where students and instructors are separated by geography, time, or both, for the majority of the instructional period. Distance learning materials are delivered through a variety of media including, but not limited to print, videotapes, DVDs, audio recordings, broadcasts, computer software, and Web-based programs and other online technology. Teachers support distance learners through communication via mail, telephone, e-mail, online technologies and software, or face-to-face instruction.
Definition of Distance Learners
Distance learners are students who receive distance education services as defined above. It is not uncommon for adult learners to receive both distance education and traditional classroom education Oklahoma State Department of Education 37 March 2011
during the course of the program year. A student’s hours in both distance learning and traditional classroom programs will be reported in Oklahoma’s management information system, Literacy and Adult Community Education System (LACES). A student will be reported as a distance learner for federal reporting purposes if he/she received 51% or more of his/her instruction at a distance (proxy hours). This determination will be made at the end of the program year.
Measuring Contact Hours for Learners in Distance Education
The U.S. Department of Education, Office of Vocational and Adult Education, requires students in distance education to have at least 12 hours of direct contact with the adult education program before they can be counted as a fundable student in the National Reporting System (NRS). Direct contact hours involve interaction between the learner and program staff in real time where the identity of the learner can be verified. Direct contact hours may include face-to-face orientation, pre-assessment, post-assessment, goal setting, and instruction. In addition, direct contact hours may include contact through telephone, video, teleconference, or online communication. Live online discussions, telephone conference calls, and live video broadcast to remote locations are examples of direct contact hours that are countable under this definition.
Proxy Contact Hours
In addition to direct contact hours, adult education programs must report proxy contact hours to track the time students spend on distance learning activities. Proxy contact hours must be associated with one of the three approved distance learning models of instruction.
• The Clock Time Model assigns contact hours based on time that a learner is engaged in a software program that tracks time.
• The Teacher Judgement Model assigns a fixed number of hours based on teacher determination of the extent to which a learner engaged in, or completed, the assignment.
• The Learner Mastery Model assigns a fixed number of hours based on the learner passing a test on the content of the lesson.
The model used in Oklahoma will vary depending on the curricula used. Currently, all state-approved DL curricula are web-based and use the Clock Time Model to assign proxy hours. The online programs track the time the student works in the program from logging in to logging out. Distance learning teachers will also maintain a record of student clock hours.
Proxy and direct contact hours will be recorded separately in LACES. This will determine whether the student will be reported as a distance student (51% or more hours of instruction via distance) or as a traditional classroom learner. Students who have received some distance instruction (50% or less of their total instructional hours) may not be reported as a distance learning student, but may be counted as a traditional student as long as the student has twelve contact hours.
Approved Curricula for Distance Learning
Oklahoma has approved Instruction Targeted for TABE® Success (ITTS) Online, Pre-GED® Online, GED® Online, and KeyTrain® as distance learning curricula. Adult education programs wishing to use additional types of distance learning curriculum must determine how proxy contact hours/student engagement time will be calculated for the learning units. Once this has been determined, the state will approve or disapprove the distance learning curriculum. As instructors become more experienced and Oklahoma State Department of Education 38 March 2011
skilled at delivering distance education, Oklahoma will expand the approved curriculum to support the needs of the students and instructors.
Assessing Distance Learners
Oklahoma’s Adult Education and Literacy Assessment Policy will apply to all adult education students – distance and nondistance. Assessments will be conducted in a secure, in-person, proctored setting.
NRS Reporting of Students in Distance Learning
Distance learner data will be reported on NRS Table 4C and Table 5A. Proxy contact hours and actual contact hours for distance learning students will be reported on NRS Table 4C. Core follow-up outcome measures for distance learning students will be reported on NRS Table 5A. Data entry personnel for distance learning programs must enter data for distance learning students on a monthly basis.
Funding for Distance Learning
Additional funding will not be available to programs approved to offer a distance learning program. Programs must be willing to incur any increased costs associated with distance learning. Hopefully any increase in costs will be offset by an increase in students served.
Training
The SDE will make every effort to accommodate adult education programs that need training. Teachers and directors will be informed of opportunities for distance learning training available through workshops or online. Distance learning staff will be encouraged to enhance their knowledge through these opportunities. Distance Learning 101 will be offered if state staff is available to facilitate the course.
Contact Information
If you have any questions about Oklahoma’s Adult Education and Literacy Distance Learning Policy or any of the requirements for reporting data about distance learners, contact the Lifelong Learning Section at (405) 521-3321.
Oklahoma State Department of Education 39 March 2011
Oklahoma Approved Distance Learning Curriculum
Curriculum
Vendor
Audience
Model
Criteria for Awarding Proxy Hours
Validation By
Notes
ITTS Online
CTB McGraw-Hill
ABE/GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
Pre-GED Online
CTB McGraw-Hill
ABE/GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
GED Online
CTB McGraw-Hill
GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
KeyTrain Online
ACT, Inc.
ABE/GED
Clock Time
System tracks time and logs out students after a preset period of inactivity.
Software Developer
Offline materials, including workbooks, cannot be counted for proxy hours.
Oklahoma State Department of Education 40 July 2011
OKLAHOMA ADULT EDUCATION AND LITERACY
GOAL-SETTING POLICY
1. Local Adult Education Programs will ensure that each learner has the opportunity to set appropriate goals for his/her educational instruction in Adult Education and English as a Second Language.
2. The initial goal-setting process will take place within the first 12 hours of instruction or during the program’s intake or orientation process, whichever is most supportive of the state philosophy that adult education should be learner-centered and that learner’s goals provide direction for instruction. Learner’s goals will be checked for progress, reviewed, and/or revised as needed, a minimum of once every quarter.
3. Programs are to inform learners of the accountability requirements of the Adult Education law, the Workforce Investment Act, Title II, which mandates that all states are to report on the outcomes of each learner’s progress in the program.
4. State and local programs are mandated by law to report learner progress in the following Federal Core Indicators of Performance: (1) Entered Employment; (2) Retained Employment; (3) Entered Postsecondary Education or Training; and (4) Obtained a GED diploma. Learner achievement of these four goals is validated through a state data match process and reported on National Reporting System (NRS) Table 5. Completing an educational functioning level (EFL) is an additional Federal Core Indicator of Performance validated through pre- and postassessment scores and reported on NRS Table 4. All of these goals are NRS program goals and will be addressed in the learner goal- setting process.
5. Adult Education teachers are responsible for counseling learners in setting appropriate NRS program goals and for indicating the learner’s program goal(s) on their Enrollment Form.
6. In addition to NRS program goals, personal learner goals relating to self-fulfillment or the adult roles of worker, family member, and community member will be addressed in the goal-setting process. Learners will be encouraged and supported in setting personal goals as well as program goals.
7. Adult Education teachers are responsible for facilitating the goal-setting process with all of their learners and using information gathered from this process to direct instruction.
8. The Goal-Setting Process – Step 1 serves as a guide to ensure NRS program goals as well as learners’ personal goals are addressed and appropriately set. Programs may use this format or create their own format as long as program and personal goals are addressed.
9. The Goal-Setting Process – Step 2 Personal Action Plan serves as a guide to ensure learners’ goals are written, areas supportive of achieving goals are addressed, progress is monitored and measureable, and revision is made when needed. Programs may use this format, or create their own action plan as long as research-based areas supportive of goal achievement are included.
10. Adult Learning Center data entry staff is responsible for entering the learners’ program goal(s) in the state management information system, Literacy, Adult, & Community, Education System (LACES). This information is taken from the learner enrollment forms.
Oklahoma State Department of Education 41 July 2011
THE GOAL-SETTING PROCESS
Adult Learning Center____________________________
STEP 1 – Thinking About Goals
Name_____________________________________Date_________________________________
Program goal(s) I want to work on. (Place a checkmark in one or two of the boxes below.)
My thoughts on achieving the above program goal(s):
Personal goal(s) I would like to accomplish. (Write your thoughts in the appropriate boxes below.)
Work
Family
Community – Citizen
Self-fulfillment
Keep my job or get a better job.
(For people who have a job now.)
Enter Postsecondary Education or Training
Obtain a GED Diploma
Get a Career Readiness Certificate (CRC)
Improve my reading, writing, math, or other basic skills.
Improve my English skills
(For speakers of other languages.)
Get a job.
(For people who do not have a job now.)
Adult Education Classes Oklahoma State Department of Education 42 July 2011
THE GOAL-SETTING PROCESS
STEP 2 – A Personal Action Plan For Reaching Goals
Name_____________________________________Date_________________________________
Goal(s) I will focus on (List no more than two goals.)
Skills I need to reach this goal
Resources I will use to reach this goal
When I plan to reach this goal
How I will measure my progress
How I will celebrate goal achievement
1.
2.
Oklahoma State Department of Education July 2011
43
Required Student Records
Programs are responsible for having the following student-related records on file:
• Adult Education and Literacy Student Enrollment Forms.
• Consent and Release Form for 16- and 17-Year-Old Students.
• Adult Student Conduct Form for Adult Education Classes.
• Individual student’s assessment scores.
• Individual student’s Learning Style Inventory.
• Adult Education and Literacy Program Monthly Class Attendance and Student Progress Reports with supporting Student Sign-in Sheets.
• Any additional student data requested by the SDE.
Programs should maintain all required records for five years in addition to the current fiscal year.
Oklahoma State Department of Education 44 July 2011
ADULT EDUCATION AND LITERACY SCHEDULE OF CLASSES
Fiscal Year ___________________
Adult Learning Center____________________________ Program Director___________________________
Submit the following schedule to your State Coordinator no later than September 1 each fiscal year.
Class Site
Include: Physical Address, Town, and Building & Room Number if applicable
Type of Class
and
Teacher’s Name
Days of the week class meets
Time of the day class meets
Other information Coordinators might need
Oklahoma State Department of Education 45 July 2011
SAMPLE
Adult Education Teacher Evaluation Form
______________________________Adult Learning Center
Teacher_____________________________ Class Location_____________________________
Class meets on (circle) M T W Th F S From __________am/pm To___________am/pm
Class is (circle) ABE – ESL – Work-based – Family Lit – Work Readiness – Corr/Inst – TANF
Number Enrolled ____________________ Number in Attendance___________________
Ratings: 3 = Performs tasks above and beyond what is expected to satisfactorily address this area. Critical work tasks are of exceptional quality. Specific written examples should accompany this rating.
2 = Tasks required to satisfactorily address this area are done so in the expected manner with the expected degree of quality.
1 = Tasks required to satisfactorily address this area are not being performed in the expected manner, or are below the accepted degree of quality. Specific written examples should accompany this rating, along with written and timely suggestions for improvement.
Area I – Planning
 Documented planning time is available for review _______
 Written lesson plans are available for review _______
 Lesson plans reflect individual learner goals and ability levels _______
 Learning activities are linked to real-life situations and learner goals _______
Area II – Assessing & Monitoring Student Progress
 Follows the state Assessment Policy _______
 Follows the state Goal-Setting Policy with documented evidence _______
 Demonstrates flexibility in helping students make goal adjustments as necessary _______
 Integrates appropriate informal assessments during instruction _______
Area III – Curriculum and Instruction
 Demonstrates that learner goals and adult education standards direct instruction _______
 Demonstrates that explicit skills are taught in real-life contexts _______
 Uses research-based instructional practices for teaching adults _______
 Utilizes materials, resources, and strategies to accommodate diverse learning styles and educational functioning levels _______
 Incorporates technology into instruction _______
 Classroom environment is positive, supportive, and encouraging to adult learners _______
Area IV – Professional Responsibilities
 Student files contain required Lifelong Learning documents _______
 Submits required data and reports in a complete, accurate, and timely manner _______
 Maintains professional conduct including attendance and use of class time _______
 Meets annual professional development requirements for Lifelong Learning _______
 Attends local meetings as required by the ALC Director _______
Notes/Comments:
_____See attachment(s) such as comment summary, specific examples, or plan of improvement
_____________________________________ ______________________________________
Director’s Signature Date Teacher’s Signature Date Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 46 July 2011
I. PURPOSEFUL AND TRANSPARENT
YES
NO
EVIDENCE
A. The purpose of the teaching/learning process and/or a specific lesson or activity and how it supports students' goals is made transparent to the students.
B. The standard(s) that is the focus of the teaching/learning process is made transparent to the students.
C. The explicit teaching/learning objectives being taught are made transparent to the students.
D. The components of performance of the focus standard(s) are addressed and it is made clear how the skills taught in the teaching/learning process fit into the overall application of the standard. Students are able to articulate this connection.
E. Materials and resources used are purposeful and appropriate for the needs of the students and to meet the objectives of the teaching/learning process.
F. Overall, the teaching/learning process includes well-defined examples of standards-based instruction.
Curriculum content and presentationof the teaching/learning process are aligned to the students' goals, one or more standards, research-based adult learning theory and Oklahoma's standards-based quality program practices.Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 47 July 2011
II. CONSTRUCTIVIST
YES
NO
EVIDENCE
A. The teaching/learning process presents the standard(s) and/or explicit teaching and learning objectives through a variety of strategies, techniques, or activities appropriate for the needs of the educational functioning levels and learning styles represented in the class.
B. New information is explicitly linked to a previous lesson, the students' prior knowledge or experience and is presented in a way that supports the building of student expertise.
C. Questions are posed that stimulate student thinking beyond recall.
D. Students are given adequate time to respond to posed questions.
E. Students are encouraged to elaborate on or justify their answers.
F. Students work on assignments reflecting the highest demands and most important concepts posed by the standard(s) focused on in the teaching/learning process.
G. At the end of the lesson there is time spent reviewing lesson objectives, summarizing student learning, and previewing how the next lesson builds on this learning. Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 48 July 2011
III. CONTEXTUALIZED
YES
NO
EVIDENCE
A. The context of the lesson comes from the real-life adult roles and goals of the students.
B. Students exhibit understanding as to how the context of the lesson is linked to their personal life roles and supports their stated goals.
C. Authentic, real-life materials and resources are integrated into the teaching/learning process.
IV. ASSESSMENT-BASED
YES
NO
EVIDENCE
A. Instruction includes regular assessment of student understanding through students' verbal responses, demonstration of work, monitoring of work, and/or general oversight of the instructor.
B. Prompt and specific feedback is appropriately given to students in order to reinforce learning or correct misunderstandings.Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide
Oklahoma State Department of Education 49 July 2011
IV. ASSESSMENT-BASED (cont.)
YES
NO
EVIDENCE
C. Student self-evaluation and self-assessment of their individual learning are included and encouraged during the lesson.
D. All assessment is appropriately aligned to the standard(s) and/or teaching/learning objects of the lesson.
E. Transfer and use of the standard(s) and/or teaching/learning objectives are assessed in a variety of contexts.
F. Supplemental instruction or extension activities are provided as needed.
Additional Notes
3. How are students going to apply the skill you just taught them in their real life? How will you and the student assess their ability to transfer this skill outside of the classroom?
Suggestions for possible "guiding questions."
1. How did you decide to teach this particular lesson?
2. How are you going to address the fact that _______didn't seem to fully understand what was going on?
4. Where do you go from here? What are your next steps?Adult Education and Literacy Student Enrollment Form
__________________________Adult Learning Center
Class Site: ____________________________ Teacher’s Name: ________________________________
Program: (Circle One) ABE – ESL – EL/Civ – Wkplace – FamLit – Cor/Inst – DistLearn – TANF – Other __________
Oklahoma State Department of Education 50 July 2011
Name________________________________________________
Last First Middle
Social Security Number_________________________________
Address______________________________________________
City/State__________________________Zip _______________
Phone_______________________________________________
Emergency Contact____________________________________
Birthday ________________________ Age _____________
Month/Day/Year
Gender: Male_____Female_____ Disabled: No_____Yes_____
If you need accommodations, please inform your teacher.
Employment Status (Check only one)
______Employed Full-time ______Employed Part-time
______Unemployed and looking for work
______Not looking for work ______Unavailable for work
Do any of the following apply to you? (Check all that apply):
______Public Assistance or DHS Client ______Homeless
______Live in an institutional setting ______State Corrections
______County or Community Corrections Program
Program Goals
_____Improve my reading, writing, and/or math skills
_____Improve my English language skills
_____Pass the GED Tests
_____Get a Job (if unemployed)
_____Keep or Improve my Job (if employed)
_____Enter Postsecondary Education or Training Program
_____Get a Career Readiness Certificate (CRC)
____I have completed the Ethnicity/Race Data Collection Form.
I authorize the Oklahoma State Department of Education to
release my social security number, assessment results, General Educational Development (GED) Testing scores or other collected data for education or employment research and/or
reporting purposes as long as my identity is never revealed.
Signature____________________________Date________
-THE INFORMATION BELOW IS FOR
PROGRAM USE ONLY- Student Pre-assessment Information To be completed by teacher or assessment administrator.
Assessment Administered: (Check one)
_____Test of Adult Basic Education (TABE)
Form: ______ Level: ______ Full Battery: ______ Survey: ______
_____WorkKeys
_____Basic English Skills Test (BEST ) Plus
_____BEST Literacy Form: ______
_____TABE Complete Language Assessment System – English (CLAS-E)
Form: ______ Level: ______
Assessment Date: _________________________________ Enter the applicable scale score(s) and educational functioning level (EFL) in the chart below.
Subject Area Scale Score EFL*
TABE Reading
TABE Language
TABE Total Math
WorkKeys Reading for Information
WorkKeys Applied
Mathematics
WorkKeys Locating Information
BEST Plus
BEST Literacy
TABE CLAS-E
Reading
TABE CLAS-E
Writing
TABE CLAS-E
Total Reading & Writing
TABE CLAS-E
Listening
TABE CLAS-E
Speaking
TABE CLAS – E
Total Listening & Speaking
*You may refer to the Oklahoma Adult Education and Literacy Assessment Policy for the score ranges and related EFL’s for each assessment instrument.
A copy of the policy is available on the State Department of Education’s Lifelong Learning website.
Oklahoma State Department of Education 51 May 2010
Adult Education and Literacy
Ethnicity/Race Data Collection Form
Effective July 1, 2010
Name____________________________________________Birthday________________
Please Print: Last First Middle Month/Day/Year
1. Are you Hispanic/Latino? (Choose only one)
______ No, not Hispanic/Latino
______Yes, Hispanic/Latino (A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.)
The above question is about ethnicity, not race. No matter what you selected above, please continue to answer the following by marking one or more boxes to indicate what you consider your race to be.
2. What is your race? (You may choose one or more of the following.)
______American Indian or Alaska Native. ( A person having origins in any of the original peoples of North and South America, including Central America, and who maintains a tribal affiliation or community attachment.)
______Asian. (A person having origins in any of the peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.)
______Black or African American. (A person having origins in any of the Black racial groups of Africa.)
______Native Hawaiian or Other Pacific Islander. (A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.)
______White. (A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.)
Oklahoma State Department of Education 52 January 2011
RELEASE FORM FOR 16- AND 17-YEAR-OLD STUDENTS
For Adult Education Enrollment and/or General Educational Development (GED®) Testing
Oklahoma State Department of Education
Lifelong Learning Section
1. Applicant’s Name: __________________________________________ Date: ______________________
2. Applicant’s Social Security Number: _______________________________
3. Applicant’s Date of Birth: ________________________________________
4. Last school attended (include school site, district and state): _____________________________________
5. In what month/year did you last attend school? ____________________
6. Last grade completed: ________________
Subscribed and sworn to before me this ___________ day of _________________________, _________________.
_______________________________________________
Notary Public Signature
My Commission expires the __________day of _________________, ___________.
To be completed by the parent/guardian:
I hereby affirm that I am the (circle one) Parent Guardian
of the above applicant, who is a legal resident of the_________________________________ School District; and I agree that it is in his/her best interest to attend adult education classes and/or to take the GED Tests.
________________________________________
Signature of Parent/Guardian
To be completed by a school administrator:
The Administration of the ________________________________ School District is in concurrence with the above statement and certifies that the above applicant is not currently enrolled in school.
___________________________________________
Signature of Principal or Superintendent
To be completed by the Chief Examiner or Adult Learning Center (ALC) Director:
I approve the above candidate for adult education classes and/or GED Testing.
_________________________________________ ______________________________________
Name of Chief Examiner or ALC Director Name of GED Candidate’s Testing Site
* Required information to be filled out by the student
** Optional information as the program deems necessary
Oklahoma State Department of Education July 2011
53
Adult Education Class Sign-In Sheet
_______________________ Learning Center
Teacher’s Name: _____________________________Class Location: _______________________________
Date: _____________Class meets from _____a.m./p.m. to ______a.m./p.m. on M T W Th F (circle days)
Student Name* I.D. Number** Time In* Time Out*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Oklahoma State Department of Education 5 4 July 2011
SAMPLE
Adult Student Conduct Form
For
Adult Education and Literacy Classes
The ________________________ Adult Learning Center (ALC) endorses and encourages the development of adult learning opportunities available in the Adult Basic Education Classes. Our goals for the program are: (1) to provide